Distributive Justice in Family Relations.

The aim of this paper is to highlight the important contribution of the lens of distributive justice to an understanding of family relations. Existent justice research in the family tends to focus on specific family relations: spouses, parents and young children, elderly parents and adult children, with most research addressing the division of labor between spouses. We seek to go beyond the specific family relations in order to highlight justice-related themes that are common across family relations. We elaborate upon three claims. First, we show that while the ideal of equality underpins justice in contemporary Western societies, actual distribution practices across family relations are characterized by persistent inequality. Second, although the gap between the ideal of equality and unequal distribution practices may create a sense of injustice among family members, we show why this is not necessarily the case. Third, we elaborate upon the positive and negative consequences that result from feelings of justice or injustice across family relations. We conclude by discussing the interweaving of love and justice in the family.

El objetivo de este artículo es destacar la importante contribución de la perspectiva de la justicia distributiva para comprender las relaciones familiares. Las investigaciones existentes sobre la justicia en la familia tienden a centrarse en relaciones familiares específicas: cónyuges, padres e hijos pequeños, padres ancianos e hijos adultos; y la mayor parte de estas investigaciones abordan la división del trabajo entre los cónyuges. Intentamos ir más allá de las relaciones familiares específicas a fin de destacar temas relacionados con la justicia que son comunes entre las relaciones familiares. Nosotros ampliamos tres afirmaciones. Primero, demostramos que si bien el ideal de igualdad apoya la justicia en las sociedades occidentales contemporáneas, las prácticas actuales de distribución entre las relaciones familiares se caracterizan por la desigualdad constante. Segundo, aunque la brecha entre el ideal de igualdad y las prácticas de distribución desigual puede generar una sensación de injusticia entre los miembros de la familia, demostramos por qué esto no necesariamente es así. Tercero, señalamos las consecuencias positivas y negativas que resultan de los sentimientos de justicia o injusticia entre las relaciones familiares. Finalizamos con una discusión alrededor de la interrelación entre amor y justicia en la familia.

Self-reported academic performance and academic cheating: Exploring the role of the perceived classroom (in)justice mediators.

BACKGROUND: As a point of departure, this study assumes that teaching to impart knowledge is inseparable from its moral role to create an ethical citizenry, such as developing standards of academic integrity. AIMS: The study aims at delving into how different facets of the sense of (in)justice in the classroom may play a significant role in explaining cheating behaviour, in general, and among low-achieving students, in particular. SAMPLE AND METHODS: The study was conducted among 5,084 eighth and ninth graders Israeli students. CFA and a structural modelling equations method were used to examine the study's factorial constructs and model, respectively. RESULTS: Findings pointed to a good fit of the measurement model using SEM. In accordance with the mediating hypothesis, self-reported academic achievement was negatively related to self-reported academic cheating. Moreover, perceived 'school injustice' (procedural and distributive justice as estimates) played a mediating role in explaining the relation between academic performance and cheating behaviour. It is noteworthy, however, that the facet of the personality-like construct of justice sensitivity displayed inconsistent findings and no mediating effect when examined as a separate model. CONCLUSIONS: Self-reported academic performance and academic cheating among middle school' students were explained more strongly by contextual justice-related factors, namely perceived teachers' distributional and procedural practices in the classroom, than by justice sensitivity, which is a personality factor. Thus, teachers' justice practices seem to be crucial for developing a predisposition to academic honesty.