Exploring the Sense of Justice about Grades

Guillermina Jasso, Nura Resh

    Research output: Contribution to journalArticle

    Abstract

    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.

    Original languageEnglish (US)
    Pages (from-to)333-351+i
    JournalEuropean Sociological Review
    Volume18
    Issue number3
    DOIs
    StatePublished - Sep 2002

    Fingerprint

    sense of justice
    justice
    classroom
    gender
    school
    equality
    Israel
    ethnicity
    school grade
    ability
    evaluation
    student

    ASJC Scopus subject areas

    • Sociology and Political Science

    Cite this

    Exploring the Sense of Justice about Grades. / Jasso, Guillermina; Resh, Nura.

    In: European Sociological Review, Vol. 18, No. 3, 09.2002, p. 333-351+i.

    Research output: Contribution to journalArticle

    Jasso, Guillermina ; Resh, Nura. / Exploring the Sense of Justice about Grades. In: European Sociological Review. 2002 ; Vol. 18, No. 3. pp. 333-351+i.
    @article{bf081afa42114663bef321099d8aed20,
    title = "Exploring the Sense of Justice about Grades",
    abstract = "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.",
    author = "Guillermina Jasso and Nura Resh",
    year = "2002",
    month = "9",
    doi = "10.1093/esr/18.3.333",
    language = "English (US)",
    volume = "18",
    pages = "333--351+i",
    journal = "European Sociological Review",
    issn = "0266-7215",
    publisher = "Oxford University Press",
    number = "3",

    }

    TY - JOUR

    T1 - Exploring the Sense of Justice about Grades

    AU - Jasso, Guillermina

    AU - Resh, Nura

    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.

    UR - http://www.scopus.com/inward/record.url?scp=0345016013&partnerID=8YFLogxK

    UR - http://www.scopus.com/inward/citedby.url?scp=0345016013&partnerID=8YFLogxK

    U2 - 10.1093/esr/18.3.333

    DO - 10.1093/esr/18.3.333

    M3 - Article

    VL - 18

    SP - 333-351+i

    JO - European Sociological Review

    JF - European Sociological Review

    SN - 0266-7215

    IS - 3

    ER -