All Else Being Equal: Overcoming the Egalitarian Norm

Bornstein, Brian H.; Gervais, Sarah J.; Escamilla, Justin

doi:10.1007/978-1-4939-0623-9_1

Cited by 4 publications

(3 citation statements)

References 124 publications

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“…When fact fi nders allocate some responsibility to the plaintiff, the most common allocation is 50 %. This tendency is consistent with research in other contexts that suggests that equal allocation or "splitting the difference" is an attractive heuristic for making distributions (Messick, 1993 ; see also Bornstein, Gervais, Dietrich, & Escamilla, 2014 ). And it is legally important because, as we have seen, an allocation of 50 % of the responsibility to the plaintiff can result in distinctly different outcomes across jurisdictions.…”

Section: Comparative Negligencesupporting

confidence: 87%

Advances in Psychology and Law

Robbennolt

2016

Advances in Psychology and Law

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Section: Comparative Negligencesupporting

confidence: 87%

Advances in Psychology and Law

Robbennolt

2016

Advances in Psychology and Law

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“…Equality is the idea that everyone should get the same amount. The principle utilized to reach distributive justice varies depending on the context and on the type of resource being allocated (Bornstein, Gervais, Dietrich, & Escamilla, 2014).…”

Section: Distributive Justice In the Educational Contextmentioning

confidence: 99%

Distributive Justice Antecedents of Race and Gender Disparities in First-Year College Performance

et al. 2015

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Public education is a sphere of society in which distributive justice with respect to the allocation of opportunities to learn can have profound and lasting effects on students' educational outcomes. We frame our study in the distributive justice literature, and define just outcomes specifically from a meritocratic and strict egalitarian perspectives in order to investigate how assignment to academic tracks and the availability of opportunities to learn during high school are associated with students' academic achievement during college. We examine the role of ''just'' placement into high school academic tracks, ''just'' access to high-quality teachers, and ''just'' assignment of secondary schools' resources in high school, in relation to college freshmen's grade point averages (GPA). We utilize longitudinal data from a unique dataset with over 15,000 students who spent their academic careers in North Carolina public secondary schools and then attended North Carolina public universities. Our results suggest that ''unjust'' assignment of students to certain high schools, access to high-quality teachers, and assignment to learn in specific academic tracks result in long-lasting consequences that are reflected in freshman college GPA. Importantly, findings also show that the direction and magnitude of the relationship between distributional injustice at schools and college performance is moderated by students' own gender and race. Race and gender interact with the high schools' institutional contexts operationalized by tracking practices, teacher quality, and by school racial and socioeconomic composition. Results show that similar settings do not affect all students in the same ways.

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“…Eerdergenoemde beginselen als effort, reponsibility, merit, desert (als beloning en als straf) en achievement zijn te scharen onder het subjectief prestatiebeginsel en beginselen als skill, pure chance, descent en ascription vallen onder het objectief prestatiebeginsel. Wij bouwen voort op een lijn van onderzoek dat kijkt naar de invloed van een scala aan factoren (cultureel, situationeel, demografisch, attitudes, persoonlijkheid) op de keuze voor verdelingsbeginselen (Arts & Gelissen, 2001;Bornstein, Gervais, Dietrich & Escamilla, 2014;Cohn e.a., 2000). Concreet kijken we eerst naar de mate waarin de respondenten geld op grond van de genoemde vier beginselen verdelen.…”

Section: Theoretisch Kaderunclassified

Factoren die een rol spelen bij het denken over rechtvaardige verdeling van vermogen en inkomen

Rotshuizen¹,

Pluut²,

Boom³

2021

Mens &Amp; Maatschappij

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Factors That Influence How People Think About the Fairness of Distribution of Wealth and Income: A Survey Study Among Dutch CitizensEver since ancient Greece, people have philosophized and discussed about the fair distribution of resources. A body of empirical research on this topic has emerged in the second half of the 20st century. Oftentimes, respondents are presented with a distribution and asked whether they consider it just. In this paper, respondents are asked to allocate a sum of money across three families that represent distinct allocation principles ‐ we study the principles of equality, need, subjective performance, and objective performance. We find that individuals heavily weigh the need principle in their allocation decisions. However, our research also shows that allocation behavior is on the one hand dependent on the situation and on the other hand associated with individual factors. Political preference and gender do not influence the allocation behaviors of individuals, but religion and age have the hypothesized effects.

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All Else Being Equal: Overcoming the Egalitarian Norm

Cited by 4 publications

References 124 publications

Advances in Psychology and Law

Advances in Psychology and Law

Distributive Justice Antecedents of Race and Gender Disparities in First-Year College Performance

Factoren die een rol spelen bij het denken over rechtvaardige verdeling van vermogen en inkomen

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