Injustice in Schools: Perception of Deprivation and Classroom Composition View Full Text


Ontology type: schema:ScholarlyArticle     


Article Info

DATE

1999-03

AUTHORS

Nura Resh

ABSTRACT

This paper examines the process of reward allocation in schools and students' perception of injustice therein. Assuming that both reward distribution and the evaluation of its fairness occur within, and are affected by, the educational context (schools and classrooms), this investigation focuses on the effect of classroom composition on perceptions of deprivation – the gap between the actual reward and the one to which the individual judges himself or herself entitled. The possibility that class composition is a referential structure influencing both actual reward allocation and the determination of entitlement is discussed and investigated empirically in a sample of over 9,000 Israeli junior high students with regard to two academic rewards: grades and ability group placement. The findings suggest that class composition does serve as such a comparison referent and thus affects the perception of deprivation. More... »

PAGES

103-126

Identifiers

URI

http://scigraph.springernature.com/pub.10.1023/a:1009675715255

DOI

http://dx.doi.org/10.1023/a:1009675715255

DIMENSIONS

https://app.dimensions.ai/details/publication/pub.1017415960


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