Exploring the multifaceted structure of sense of deprivation

Abstract

Drawing from both social justice and deprivation research, we conceptualize expressions of sense of deprivation (equated with sense of injustice) as a three-faceted structure de®ned by mode of experience, social reward, and social sphere of allocation. To empirically verify the ®t between this conceptual structure and the actual con®guration of people's deprivation reactions, we use a research model of two modes of experience (cognition and emotion), three classes of rewards (instrumental, relational and symbolic), and two social spheres of allocation (school and society at large). A Similarity Space Analysis (SSA) of 17 measures (that represents this model with data collected among Israeli adolescents) reproduced the three-dimensional structure of sense of deprivation, although not all hypothesized af®nities and distances between measures were empirically reconstructed.

Spheres of Justice within Schools: Reflections and Evidence on the Distribution of Educational Goods

“…With respect to motivation practices, students thus seem to prefer a more egalitarian distribution. Exploring the sense of justice and the definitions of entitlement in various domains of school life in Israeli junior high schools, Dar and Resh (2001) also found students to be more egalitarian in the relational domain (regarding teacher-student relations as well as peer relations) than in the academic domain.…”

Social identity, relative group status and intergroup attitudes: when favourable outcomes change intergroup relations…for the worse

“…RD theorists have argued that unfavourable group comparisons (the cognitive component of group RD) can generate feelings of discontent or deprivation (the affective component) that motivate ethnocentric reactions (see Brown, 1995;Dar & Resh, 2001;Grant & Brown, 1995;Guimond & Dubé-Simard, 1983;Olson & Hafer, 1996;Tropp & Wright, 1999). The opposite of RD, relative gratification, which involves favourable comparisons, has received relatively little theoretical and empirical attention (see, however, Grofman & Muller, 1973;Kawakami & Dion, 1995;Smith, Spears, & Hamstra, 1999).…”

Sense of justice about grades in school: is it stratified like academic achievement?

“…Therefore allocation of grades looms large in student's justice life: self or other is under-or over-rewarded, this or that grade is unfair, and so on (Deutsch 1975;Dar and Resh 2001;Jasso and Resh 2002;Dalbert 2004). Grades' allocation looms large also in teachers' professional experience and discourse about the proper criteria in grading is not rare (Resh 2009).…”

“…When actual reward matches the expected, just reward, a sense of justice will result; conversely, when there is a discrepancy between the actual and the perceived deserved reward, a sense of injustice will sensibly develop (e.g., Runciman 1966;Berger et al 1972;Martin 1981;Jasso 1980Jasso , 1989Jasso , 2001Markovsky 1985;Törnblom 1992;Hegtvedt and Markovsky 1995;Dar and Resh 2001;Mikula 2005). 1 The "just reward" is a subjective perception, based on the evaluator's normative definition, on comparison with similar others, and on the organizational contexts of the distribution (Adams 1965;Markovsky 1985;Törnblom 1992;Hegtvedt and Markovsky 1995;Turner 2007) 2 .…”