Exploring the Sense of Justice about Grades
Identifieur interne : 001A84 ( Istex/Corpus ); précédent : 001A83; suivant : 001A85Exploring the Sense of Justice about Grades
Auteurs : Guillermina Jasso ; Nura ReshSource :
- European Sociological Review [ 0266-7215 ] ; 2002-09-01.
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.
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DOI: 10.1093/esr/18.3.333
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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. 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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.</abstract><qualityIndicators><score>8.32</score><pdfVersion>1.3</pdfVersion><pdfPageSize>532 x 699 pts</pdfPageSize><refBibsNative>false</refBibsNative><keywordCount>0</keywordCount><abstractCharCount>709</abstractCharCount><pdfWordCount>9689</pdfWordCount><pdfCharCount>64434</pdfCharCount><pdfPageCount>19</pdfPageCount><abstractWordCount>110</abstractWordCount></qualityIndicators><title>Exploring the Sense of Justice about Grades</title><refBibs><json:item><author><json:item><name>W Arts</name></json:item><json:item><name>P Hermkens</name></json:item><json:item><name>P Van Wijck</name></json:item></author><host><volume>12</volume><pages><last>140</last><first>121</first></pages><author></author><title>Journal of Economic 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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.</p></abstract></profileDesc><revisionDesc><change when="2002-09-01">Published</change><change xml:id="refBibs-istex" who="#ISTEX-API" when="2016-12-22">References added</change></revisionDesc></teiHeader></istex:fulltextTEI><json:item><extension>txt</extension><original>false</original><mimetype>text/plain</mimetype><uri>https://api.istex.fr/document/A7E3DDF88D65DDFE4BFF6A5112DBC3E37FD8FC22/fulltext/txt</uri></json:item></fulltext><metadata><istex:metadataXml wicri:clean="corpus oup" wicri:toSee="no header"><istex:xmlDeclaration>version="1.0" encoding="US-ASCII"</istex:xmlDeclaration><istex:docType PUBLIC="-//NLM//DTD Journal Publishing DTD v2.3 20070202//EN" URI="journalpublishing.dtd" name="istex:docType"></istex:docType><istex:document><article xml:lang="en" article-type="research-article"><front><journal-meta><journal-id journal-id-type="publisher-id">eursoj</journal-id><journal-id journal-id-type="hwp">eursoj</journal-id><journal-title>European Sociological Review</journal-title><abbrev-journal-title abbrev-type="publisher">Eur Sociol Rev</abbrev-journal-title><issn pub-type="ppub">0266-7215</issn><issn pub-type="epub">1468-2672</issn><publisher><publisher-name>Oxford University Press</publisher-name></publisher></journal-meta><article-meta><article-id pub-id-type="other">180333</article-id><article-id pub-id-type="doi">10.1093/esr/18.3.333</article-id><article-categories><subj-group subj-group-type="heading"><subject>Article</subject></subj-group></article-categories><title-group><article-title>Exploring the Sense of Justice about Grades</article-title></title-group><contrib-group><contrib contrib-type="author"><name><surname>Jasso</surname><given-names>Guillermina</given-names></name></contrib><contrib contrib-type="author"><name><surname>Resh</surname><given-names>Nura</given-names></name></contrib><aff>Guillermina Jasso, Department of Sociology, New York University, 269 Mercer Street, 4th Floor, New York, NY 10003–0831. email: <ext-link xlink:href="gj1@nyu.edu" ext-link-type="email">gj1@nyu.edu</ext-link>.</aff></contrib-group><pub-date pub-type="ppub"><day>1</day><month>9</month><year>2002</year></pub-date><volume>18</volume><issue>3</issue><fpage>333</fpage><lpage>351</lpage><history><date date-type="received"><month>3</month><year>2001</year></date></history><permissions><copyright-statement>Copyright Oxford University Press 2002</copyright-statement><copyright-year>2002</copyright-year></permissions><abstract xml:lang="en"><p>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.</p></abstract><custom-meta-wrap><custom-meta><meta-name>hwp-legacy-fpage</meta-name><meta-value>333</meta-value></custom-meta><custom-meta><meta-name>hwp-legacy-dochead</meta-name><meta-value>Article</meta-value></custom-meta></custom-meta-wrap></article-meta></front></article></istex:document></istex:metadataXml><mods version="3.6"><titleInfo lang="en"><title>Exploring the Sense of Justice about Grades</title></titleInfo><titleInfo type="alternative" lang="en" contentType="CDATA"><title>Exploring the Sense of Justice about Grades</title></titleInfo><name type="personal"><namePart type="given">Guillermina</namePart><namePart type="family">Jasso</namePart><affiliation>Guillermina Jasso, Department of Sociology, New York University, 269 Mercer Street, 4th Floor, New York, NY 10003–0831. email:</affiliation><role><roleTerm type="text">author</roleTerm></role></name><name type="personal"><namePart type="given">Nura</namePart><namePart type="family">Resh</namePart><affiliation>Guillermina Jasso, Department of Sociology, New York University, 269 Mercer Street, 4th Floor, New York, NY 10003–0831. email:</affiliation><role><roleTerm type="text">author</roleTerm></role></name><typeOfResource>text</typeOfResource><genre type="research-article" displayLabel="research-article"></genre><originInfo><publisher>Oxford University Press</publisher><dateIssued encoding="w3cdtf">2002-09-01</dateIssued><copyrightDate encoding="w3cdtf">2002</copyrightDate></originInfo><language><languageTerm type="code" authority="iso639-2b">eng</languageTerm><languageTerm type="code" authority="rfc3066">en</languageTerm></language><physicalDescription><internetMediaType>text/html</internetMediaType></physicalDescription><abstract lang="en">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.</abstract><relatedItem type="host"><titleInfo><title>European Sociological Review</title></titleInfo><titleInfo type="abbreviated"><title>Eur Sociol Rev</title></titleInfo><genre type="journal">journal</genre><identifier type="ISSN">0266-7215</identifier><identifier type="eISSN">1468-2672</identifier><identifier type="PublisherID">eursoj</identifier><identifier type="PublisherID-hwp">eursoj</identifier><part><date>2002</date><detail type="volume"><caption>vol.</caption><number>18</number></detail><detail type="issue"><caption>no.</caption><number>3</number></detail><extent unit="pages"><start>333</start><end>351</end></extent></part></relatedItem><identifier type="istex">A7E3DDF88D65DDFE4BFF6A5112DBC3E37FD8FC22</identifier><identifier type="DOI">10.1093/esr/18.3.333</identifier><identifier type="local">180333</identifier><accessCondition type="use and reproduction" contentType="copyright">Copyright Oxford University Press 2002</accessCondition><recordInfo><recordContentSource>OUP</recordContentSource></recordInfo></mods></metadata><serie></serie></istex></record>Pour manipuler ce document sous Unix (Dilib)
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