Dimensions of social justice: beliefs about integration in education and different types of prejudice in Argentine
Article Sidebar
Main Article Content
Abstract
Perceptions of social justice are recognized as a key element in the formation of attitudes and behaviors towards certain social groups. The social justice dimensions (recognition, redistribution, and representation) interact differentially with demographic and psychosocial characteristics; however, few studies have delved into the differences in their association. This study had three aims: 1) to analyze the social justice dimensions according to age, gender, region, and educational level; 2) to study the correlation of social justice dimensions with beliefs about the educational inclusion of migrants, agreement with attitudes towards paying taxes and gender; and 3) to explore whether the social justice dimensions contribute to the levels of prejudice towards different social groups (people in poverty, immigrants, and homosexuals). A total of 1,810 subjects from Argentina, aged 18 to 80 years (Mage = 45.76 years; 53.7% women) participated in the study. Differences in the social justice dimensions were observed according to gender, age, and educational level, but not according to region. Social justice dimensions correlated with beliefs about educational inclusion of migrants, gender, equality in education, and attitudes toward paying taxes. Social justice dimensions contributed to higher/lower levels of prejudice toward different social groups. The scope and limits of the relationships between the three-dimensional model of social justice with demographic and psychosocial variables explored in this study are discussed.
Downloads
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
The journal retains the economic copyright of contributions that are accepted for publication. This means that it acquires the exclusive use of the document to be edited, disseminated, preserved, etc. in any support and for the time stipulated by the local legislation that regulates the performance of the publication.
Psychology, Society & Education is published under CC BY-NC-SA 4.0
References
Ajzen, I. (2005). Attitudes, personality, and behavior. McGraw-Hill Education.
Albalá-Genol, J., Díaz-Fúnez, P. A., & Mañas-Rodríguez, M. Á. (2023). Resilience and job satisfaction: Effect of moderated mediation on the influence of interpersonal justice on the performance of public servants. International Journal of Environmental Research in Public Health, 20(4), Article 2957. https://doi.org/10.3390/ijerph20042957 DOI: https://doi.org/10.3390/ijerph20042957
Albalá Genol, M. A., Etchezahar, E., & Maldonado Rico, A. (2021). Creencias sobre la inclusión y la justicia social en la educación: factores implicados. Revista Prisma Social, 33, 162-182.
Azorín, C., & Ainscow, M. (2020). Guiding schools on their journey towards inclusion. International Journal of Inclusive Education, 24(1), 58-76. https://doi.org/10.1080/13603116.2018.1450900 DOI: https://doi.org/10.1080/13603116.2018.1450900
Bastias, F., Ungaretti, J., Barreiro, A., & Etchezahar, E. (2022). Adaptación y validación de la escala de prejuicio sutil y manifiesto hacia personas en situación de pobreza. Revista de Ciencias Sociales, 28(1), 352-366. https://doi.org/10.31876/rcs.v28i1.37696 DOI: https://doi.org/10.31876/rcs.v28i1.37696
Belavi, G., & Murillo, F. J. (2016). Educación, democracia y justicia social. Revista Internacional de Educación para la Justicia Social, 5(1), 13-34. https://revistas.uam.es/riejs/article/view/4371/4805 DOI: https://doi.org/10.15366/riejs2016.5.1.001
Bénabou, R., & Tirole, J. (2006). Incentives and prosocial behavior. American Economic Review, 96(5), 1652-1678. https://doi.org/10.1257/aer.96.5.1652 DOI: https://doi.org/10.1257/aer.96.5.1652
Bentler, P. (2007). On tests and índices for evaluating structural models. Personality and Individual Differences, 42(5), 825-829. http://doi.org/10.1016/j.paid.2006.09.024 DOI: https://doi.org/10.1016/j.paid.2006.09.024
Booth, T., & Ainscow, M. (2002). Index for INCLUSION: Developing Learning and Participation in Schools. Centre for Studies on Inclusive Education. https://www.eenet.org.uk/resources/docs/Index%20English.pdf
Brighouse, H., & Unterhalter, E. (2010). Primary Goods versus Capabilities: Considering the debate in relation to equalities in education. In H. U. Otto & H. Ziegler (Eds.) Capabilities – Handlungsbefähigung und Verwirklichungschancen in der Erziehungswissenschaft. VS Verlag für Sozialwissenschaften (pp. 69-81). https://doi.org/10.1007/978-3-531-91909-6_4 DOI: https://doi.org/10.1007/978-3-531-91909-6_4
CEPAL. (2022). Preliminary overview of the economies of Latin
America and the Caribbean 2022. https://hdl.handle.net/11362/48575
Cochran-Smith, M., Shakman, K., Jong, C., Terrell, D. G., Barnatt, J., & McQuillan, P. (2009). Good and just teaching: The case for social justice in teacher education. American Journal of Education, 115(3), 347-370. https://doi.org/10.1086/597493 DOI: https://doi.org/10.1086/597493
Corporación Latinobarómetro. (2023). Informe 2023. https://www.latinobarometro.org/latContents.jsp
Cropanzano, R., & Greenberg, J. (1997). Progress in organizational justice: Tunneling through the Maze. In C. L. Cooper & I. T. Robertson (Eds.), International Review of Industrial and Organizational Psychology (vol. 12 ) (pp. 317-372). John Wiley & Sons.
Dainez, D., & Smolka, A. L. B. (2019). A função social da escola em discussão, sob a perspectiva da educação inclusiva. Educação E Pesquisa, 45, Article e187853. https://doi.org/10.1590/s1678-4634201945187853 DOI: https://doi.org/10.1590/s1678-4634201945187853
Dovidio, J., Hewstone, M., Glick, P., & Esses, V. (2010). Prejudice, stereotyping and discrimination: theoretical and empirical overview. In J. F. Dovidio, M. Hewstone, P. Glick & V. M. Esses (Eds.), The SAGE Handbook of Prejudice, Stereotyping and Discrimination (pp. 3-28). SAGE Publications Ltd. https://doi.org/10.4135/9781446200919 DOI: https://doi.org/10.4135/9781446200919.n1
Dowd, J. (2018). Education and everyday life: McLuhan’s ‘city as classroom’ as a practice of social justice in social change. Journal of Multicultural Discourses, 13(2), 105-119. https://doi.org/10.1080/17447143.2018.1439947 DOI: https://doi.org/10.1080/17447143.2018.1439947
Eagly, A. H., Nater, C., Miller, D. I., Kaufmann, M., & Sczesny, S. (2020). Gender stereotypes have changed: A cross-temporal meta-analysis of U.S. public opinion polls from 1946 to 2018. American Psychologist, 75(3), 301-315. https://doi.org/10.1037/amp0000494 DOI: https://doi.org/10.1037/amp0000494
Elenbaas, L., Rizzo, M. T., & Killen, M. (2020). A developmental-science perspective on social inequality. Current Directions in Psychological Science, 29(6), 610-616. https://doi.org/10.1177/ DOI: https://doi.org/10.1177/0963721420964147
Etchezahar, E., Barreiro, A., Albalá Genol, M. Á., & Maldonado Rico, A. F. (2022). Assessment of social justice dimensions in young adults: The contribution of the belief in a just world and social dominance orientation upon its rising. Frontiers in Psychology, 13, Article 997423. https://doi.org/10.3389/fpsyg.2022.997423 DOI: https://doi.org/10.3389/fpsyg.2022.997423
Etchezahar, E., Prado-Gascó, V., Jaume, L., & Brussino, S. (2014). Validación argentina de la escala de Orientación a la Dominancia Social. Revista Latinoamericana de Psicología, 46(1), 35-43. https://doi.org/10.1016/S0120-0534(14)70004-4 DOI: https://doi.org/10.1016/S0120-0534(14)70004-4
Etchezahar, E., Ungaretti, J., Prado-Gascó, V., & Brussino, S. (2016). Psychometric properties of the Attitudes Toward Gay Men scale in Argentinian context: The influence of sex, authoritarianism, and social dominance orientation. International Journal of Psychological Research, 9(1), 21-29. https://revistas.usb.edu.co/index.php/IJPR/article/view/2097 DOI: https://doi.org/10.21500/20112084.2097
Etchezahar, E., Ungaretti, J., & Marchiano, F. (2022). “Economic support? They don’t really need it”. Prejudice towards Latin American immigrants in Argentina. International Journal of Intercultural Relations, 87, 37-41. https://doi.org/10.1016/j.ijintrel.2022.01.007 DOI: https://doi.org/10.1016/j.ijintrel.2022.01.007
Féliz, M., & Millón, M. E. (2022). Crisis and class inequality in Argentina: a new analysis using household survey data. Review of Evolutionary Political Economy, 3, 405-433. https://doi.org/10.1007/s43253-022-00080-9 DOI: https://doi.org/10.1007/s43253-022-00080-9
Fraser, N. (2008). Scales of Justice: Reimagining Political Space in a Globalizing World. Columbia University Press.
Fraser, N. (2012). La política feminista en la era del reconocimiento: un enfoque bidimensional de la justicia de género. Revista de Historia de las Mujeres, 19(2), 267-286. https://doi.org/10.30827/arenal.v19i2.1417
Fraser, N., & Honneth, A. (2006). Redistribution o reconocimiento? Morata.
Freire, P. (2005). Pedagogía del oprimido (2 ed.). Siglo XXI Editores.
Gandolfi, H. E., & Mills, M. (2022). Teachers for social justice: exploring the lives and work of teachers committed to social justice in education. Oxford Review of Education, 49(5), 569-587. https://doi.org/10.1080/03054985.2022.2105314 DOI: https://doi.org/10.1080/03054985.2022.2105314
Guo-Brennan, L., & Guo-Brennan, M. (2021). Leading welcoming and inclusive schools for newcomer students: A conceptual framework. Leadership and Policy in Schools, 20(1), 57-75. https://doi.org/10.1080/15700763.2020.1838554 DOI: https://doi.org/10.1080/15700763.2020.1838554
Herek, G. M. (2000). The psychology of sexual prejudice. Current Directions in Psychological Science, 9(1), 19-22. https://doi.org/10.1111/1467-8721.00051 DOI: https://doi.org/10.1111/1467-8721.00051
Honneth, A. (1997). La lucha por el reconocimiento: por una gramática moral de los conflictos sociales. Crítica.
INDEC (2019). Incidencia de la pobreza y la indigencia en 31
aglomerados urbanos. https://www.indec.gob.ar/uploads/informes
deprensa/eph_pobreza_01_19422F5FC20A.pdf
Lingard, B., & Mills, M. (2007). Pedagogies making a difference: Issues of social justice and inclusion. International Journal of Inclusive Education, 11(3), 233-244. https://doi.org/10.1080/13603110701237472 DOI: https://doi.org/10.1080/13603110701237472
Lizasoain, L, & Joaristi, L. (2003). Gestión y análisis de datos con SPSS. Ites-Paraninfo.
Malti, T., Dys, S. P., Cui, L., & Buchmann, M. (2017). Moral and social antecedents of young adults’ attitudes toward social inequality and social justice values. Longitudinal and Life Course Studies, 8(1), 5-19. https://doi.org/10.14301/llcs.v8i1.397 DOI: https://doi.org/10.14301/llcs.v8i1.397
Maurizio, R., Beccaria, L., & Monsalvo, A. (2022). Labour formalization and inequality: The distributive impact of labour formalization in Latin America since 2000. Development and Change, 53(1), 117-165. https://doi.org/10.1111/dech.12653 DOI: https://doi.org/10.1111/dech.12653
McWhirter, E. H., & McWha-Hermann, I. (2021). Social justice and career development: Progress, problems, and possibilities. Journal of Vocational Behavior, 126, Article 103492. https://doi.org/10.1016/j.jvb.2020.103492 DOI: https://doi.org/10.1016/j.jvb.2020.103492
Milanovic, B. (2023). Visions of inequality from the French Revolution to the end of the Cold War. Harvard University Press. DOI: https://doi.org/10.4159/9780674294639
Miller, D. (2001). Principles of social justice. Harvard University Press. DOI: https://doi.org/10.4159/9780674266117
Müller, M., Ungaretti, J., & Etchezahar, E. (2017). Validación argentina de la Escala de Prejuicio Sutil y Manifiesto hacia villeros. Revista de Psicología, 26(1), 1-13. https://doi.org/10.5354/0719-0581.2017.46204 DOI: https://doi.org/10.5354/0719-0581.2017.46204
Murillo, F. J., Hernández-Castilla, R., Hidalgo, N., & Martínez-Garrido, C. (2014). Elaboración y evaluación psicométrica de la Escala de Actitudes hacia la Justica Social en Educación (EAJSE). Revista Internacional de Educación para la Justicia Social, 3(2), 215-233. http://www.rinace.net/riejs/numeros/vol3-num2/art11.pdf DOI: https://doi.org/10.15366/riejs2014.3.2.011
Nussbaum, M. (2012). Crear capacidades: propuesta para el desarrollo humano. Paidós. DOI: https://doi.org/10.2307/j.ctvt7x63g
Paiba Alzate, N. (2022). La esencia multidimensional del reconocimiento: Fraser y Honneth. Revista Boletín Redipe, 11(3), 72-81. https://doi.org/10.36260/rbr.v11i3.1707 DOI: https://doi.org/10.36260/rbr.v11i3.1707
Parés, M., & Subirats, J. (2016). Muy jóvenes, jóvenes y menos jóvenes: El lío de la juventud y la política. Revista de Estudios de Juventud, 114, 45-58.
Pettigrew, T. F., & Meertens, R. W. (1995). Subtle and blatant prejudice in Western Europe. European Journal of Social Psychology, 25(1), 57-75. https://doi.org/10.1002/ejsp.2420250106 DOI: https://doi.org/10.1002/ejsp.2420250106
Pope, R. L., Reynolds, A. L., & Mueller, J. A. (2019). Multicultural competence in student affairs: Advancing social justice and inclusion. John Wiley & Sons.
Prilleltensky, I. (2012). Wellness as fairness. American Journal of Community Psychology, 49(1-2), 1-21. https://doi.org/10.1007/s10464-011-9448-8 DOI: https://doi.org/10.1007/s10464-011-9448-8
Ratts, M. J., Anthony, L., & Santos, K. N. T. (2010). The dimensions of social justice model: Transforming traditional group work into a socially just framework. The Journal for Specialists in Group Work, 35(2), 160-168. https://doi.org/10.1080/01933921003705974 DOI: https://doi.org/10.1080/01933921003705974
Rawls, J. (2001). Justice as Fairness: A Restatement. Harvard University Press. DOI: https://doi.org/10.2307/j.ctv31xf5v0
Rezrazi, A., & Gangloff, B. (2020). Relations among gender, status and various dimensions of the belief in a just world and justice sensitivity. Cognition, Brain, Behavior: An Interdisciplinary Journal, 24(2), 93-121. https://doi.org/10.24193/cbb.2020.24.06 DOI: https://doi.org/10.24193/cbb.2020.24.06
Sapon-Shevin, M. (2013). La inclusión real: Una perspectiva de justicia social. Revista de Investigación en Educación, 11(3), 71-85. http://webs.uvigo.es/reined/
Sen, A. (2009). La idea de la justicia. Taurus.
Simón, C., Barrios, Á., Gutiérrez, H., & Muñoz, Y. (2019). Equidad, educación inclusiva y educación para la justicia social. ¿Llevan todos los caminos a la misma meta? Revista Internacional de Educación para la Justicia Social, 8(2), 17-32. https://doi.org/10.15366/riejs2019.8.2.001 DOI: https://doi.org/10.15366/riejs2019.8.2.001
Sutton, R., & Douglas, K. (2005). Justice for all, or just for me? More evidence of the importance of the self-other distinction in just-world beliefs. Personality and Individual Differences, 39(3), 637-645. https://doi.org/10.1016/j.paid.2005.02.010 DOI: https://doi.org/10.1016/j.paid.2005.02.010
Thiago, F., Paquito, B. L., Gonçalves, C., & Maciel, W. R. E. (2023). Satisfacción, justicia en el trabajo e intención de rotación en los trabajadores del transporte público. International Journal of Organizations, 30, 157-177. https://raco.cat/index.php/RIO/article/view/417448 DOI: https://doi.org/10.17345/rio30.157-177
Törnblom, K. Y., & Vermunt, R. (1999). An integrative perspective on social justice: Distributive and procedural fairness evaluations of positive and negative outcome allocations. Social Justice Research, 12(1), 39-64. https://doi.org/10.1023/A:1023226307252 DOI: https://doi.org/10.1023/A:1023226307252
United Nations. (2006). Handbook on restaurative justice programmes. United Nations Office on Drugs and Crime.
UN Women (2021). United Nations Entity for Gender Equality and the Empowerment of Women Strategic Plan 2022-2025. https://documents.un.org/doc/undoc/gen/n21/186/22/pdf/n2118622.pdf?token=YtlY2PW5x9FvFcGKn1&fe=true
Westheimer, J. (2015). What kind of citizen? Educating our children for the common good. Teachers College Press.
Young, I. M. (2004). Responsibility and global labor justice. The Journal of Political Philosophy, 12(4), 365-388. https://doi.org/10.1111/j.1467-9760.2004.00205.x DOI: https://doi.org/10.1111/j.1467-9760.2004.00205.x
Young, I. M. (2000). La justicia y la política de la diferencia. Cátedra.