TY - JOUR
T1 - Exploring the Sense of Justice about Grades
AU - Jasso, Guillermina
AU - Resh, Nura
N1 - Funding Information:
Authors are listed in alphabetical order. This work was partially supported by the US National Science Foundation under Grant No. SBR-9321019 to New York University. The work was initiated while Resh was a visiting scholar at New York University, and developed while Resh was a visiting scholar at the University of Wisconsin and Jasso a fellow at the Center for Advanced Study in the Behavioral Sciences. We are grateful to these institutions for their support. An earlier version was presented at the VIIIth Biennial Conference of the International Society for Justice Research, Rishon LeZion, Israel, September 2000. We are grateful to participants for many helpful comments and suggestions and especially
Copyright:
Copyright 2008 Elsevier B.V., All rights reserved.
PY - 2002/9
Y1 - 2002/9
N2 - This paper investigates children's ideas of justice about grades. We focus on the justice evaluation and the justice index, the actual and just gender grades gaps, and the mechanisms by which actual and just grades are produced. Using data from a large survey of junior high school students carried out in Israel in 1986, we estimate actual and just grade functions, separately for boys and girls in the eighth and ninth grade-levels, representing 271 classrooms in 47 schools. To pinpoint the differential operation of gender, ability, ethnicity, and parental schooling in the determination of the actual and just grades, controlling for classroom effects, we test a variety of parameter-equality hypotheses.
AB - This paper investigates children's ideas of justice about grades. We focus on the justice evaluation and the justice index, the actual and just gender grades gaps, and the mechanisms by which actual and just grades are produced. Using data from a large survey of junior high school students carried out in Israel in 1986, we estimate actual and just grade functions, separately for boys and girls in the eighth and ninth grade-levels, representing 271 classrooms in 47 schools. To pinpoint the differential operation of gender, ability, ethnicity, and parental schooling in the determination of the actual and just grades, controlling for classroom effects, we test a variety of parameter-equality hypotheses.
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U2 - 10.1093/esr/18.3.333
DO - 10.1093/esr/18.3.333
M3 - Article
AN - SCOPUS:0345016013
VL - 18
SP - 333-351+i
JO - European Sociological Review
JF - European Sociological Review
SN - 0266-7215
IS - 3
ER -