Publikation: Children’s and adolescents’ reasoning about distributive fairness and educational inequalities
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2024
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Swiss National Science Foundation: P2ZHP1 -171913
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Core Facility der Universität Konstanz
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International Journal of Behavioral Development. Sage. ISSN 0165-0254. eISSN 1464-0651. Verfügbar unter: doi: 10.1177/01650254241308503
Zusammenfassung
To investigate children’s and adolescents’ reasoning about distributive fairness in a rural area of Nepal, we asked participants (53% girls, N = 706, Mage = 13.48; SDage = 1.79) to distribute educational resources to schools that varied by social class (SC) and to justify their allocation. Most participants allocated equally or equitably; only a minority rewarded the higher-SC school with extra resources. Novel results revealed multiple forms of reasoning coexisting in children’s and adolescents’ explanations about distributive fairness; participants’ reasoning did not just mirror their numeric allocation. Those who allocated equally were primarily concerned with nondiscrimination, whereby some participants focused on social equality and emphasized removing structural barriers. Furthermore, participants’ allocation and reasoning depended on their SC and positive experiences at school.
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150 Psychologie
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GRÜTTER, Jeanine, Carmen BARTH, Iren KARKI, Riley N. SIMS, Melanie KILLEN, 2024. Children’s and adolescents’ reasoning about distributive fairness and educational inequalities. In: International Journal of Behavioral Development. Sage. ISSN 0165-0254. eISSN 1464-0651. Verfügbar unter: doi: 10.1177/01650254241308503BibTex
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title={Children’s and adolescents’ reasoning about distributive fairness and educational inequalities},
year={2024},
doi={10.1177/01650254241308503},
issn={0165-0254},
journal={International Journal of Behavioral Development},
author={Grütter, Jeanine and Barth, Carmen and Karki, Iren and Sims, Riley N. and Killen, Melanie}
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<dcterms:abstract>To investigate children’s and adolescents’ reasoning about distributive fairness in a rural area of Nepal, we asked participants (53% girls, N = 706, M<sub>age</sub> = 13.48; SD<sub>age</sub> = 1.79) to distribute educational resources to schools that varied by social class (SC) and to justify their allocation. Most participants allocated equally or equitably; only a minority rewarded the higher-SC school with extra resources. Novel results revealed multiple forms of reasoning coexisting in children’s and adolescents’ explanations about distributive fairness; participants’ reasoning did not just mirror their numeric allocation. Those who allocated equally were primarily concerned with nondiscrimination, whereby some participants focused on social equality and emphasized removing structural barriers. Furthermore, participants’ allocation and reasoning depended on their SC and positive experiences at school.</dcterms:abstract>
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