Injustice in schools: Perception of deprivation and classroom composition

Nura Resh*

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

15 Scopus citations

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.

Original languageEnglish
Pages (from-to)103-126
Number of pages24
JournalSocial Psychology of Education
Volume3
Issue number1-2
DOIs
StatePublished - 1999

Fingerprint

Dive into the research topics of 'Injustice in schools: Perception of deprivation and classroom composition'. Together they form a unique fingerprint.

Cite this