Sense of Justice in School and Civic Attitudes

Autor/inn/en	Resh, Nura; Sabbagh, Clara
Titel	Sense of Justice in School and Civic Attitudes
Quelle	In: Social Psychology of Education: An International Journal, 17 (2014) 1, S.51-72 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1381-2890
DOI	10.1007/s11218-013-9240-8
Schlagwörter	Foreign Countries; Hidden Curriculum; Student Attitudes; High School Students; Social Justice; Civil Rights; Democracy; Trust (Psychology); Grade 8; Grade 9; Hypothesis Testing; Hierarchical Linear Modeling; Educational Environment; Ethnicity; Jews; Arabs; Religious Factors; Israel + Suchen Sie Ihr Suchwort? Ausland; Heimlicher Lehrplan; Schülerverhalten; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Soziale Gerechtigkeit; Bürgerrechte; Grundrechte; Zivilrecht; Demokratie; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; Hypothesenprüfung; Hypothesentest; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Ethnizität; Jew; Jude; Jüdin; Juden; Arab; Araber
Abstract	Contending that justice experiences in school serve as a hidden curriculum that conveys messages about the wider society and impact student attitudes and behavior, we investigate the effects of students' sense of distributive and (school) procedural justice on democratic-related attitudes: liberal democratic orientation (civil rights), social trust and institutional trust. The study was carried out among about 5,000 8th- and 9th-grade students in a national sample of 48 junior high schools in Israel in the 2010-2011 school year. The two-level data--individual and school--were analyzed by the hierarchical linear model (HLM7) program. Findings basically support our hypotheses: sense of distributive instrumental and, especially, of relational justice at school have a positive effect on liberal democratic orientation and on trust in people and in formal institutions. Furthermore, school (aggregate) sense of procedural justice adds to these positive effects and, in the case of democratic orientation, also interacts with instrumental justice and intensifies its effect on this outcome. However, these attitudes are also dependent on sectorial affiliation (Jewish secular, Jewish religious, Israeli-Arab), which explains a considerable portion of between-school variation in student attitudes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10