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DEVELOPMENT OF SEX DIFFERENCES IN DISTRIBUTIVE JUSTICE (EQUITY, EQUALITY, FAIRNESS, REWARD ALLOCATION)
Title
THE DEVELOPMENT OF SEX DIFFERENCES IN DISTRIBUTIVE JUSTICE (EQUITY, EQUALITY, FAIRNESS, REWARD ALLOCATION).
Creator
BOLDIZAR, JANET P., Florida Atlantic University, Perry, David G.
Abstract/Description
This study assessed the perceived fairness of vignette characters who had contributed either more or less than a coworker in a task and had subsequently divided the rewards either equitably or equally. The objective was to explore the development of sex differences in distributive justice between preadolescence and adulthood in light of two competing explanations of those differences. The "normative" explanation states that males and females vary in their respective preferences for the norms...
Show moreThis study assessed the perceived fairness of vignette characters who had contributed either more or less than a coworker in a task and had subsequently divided the rewards either equitably or equally. The objective was to explore the development of sex differences in distributive justice between preadolescence and adulthood in light of two competing explanations of those differences. The "normative" explanation states that males and females vary in their respective preferences for the norms of equity and equality. The "motivational" explanation states that the sexes vary their norm preference according to self-favoring (males) or generous (females) motives . Results provided no support for the former explanation, but support in the fifth grade and college groups for the latter explanation. The eighth grade group was unique in that those males rated generous allocations more fair than the females did. A developmental pattern of cognitive changes in sex-role concepts was suggested.
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Date Issued
1986
PURL
http://purl.flvc.org/fcla/dt/14298
Subject Headings
Sex differences, Distributive justice
Format
Document (PDF)
Comparing regulatory and distributive police programs for crime reduction: An evaluation of effectiveness and efficiency
Title
Comparing regulatory and distributive police programs for crime reduction: An evaluation of effectiveness and efficiency.
Creator
Carroll, John J., Florida Atlantic University, Ben-Zadok, Efraim
Abstract/Description
Lowi's "arenas of power" theory, one of the most basic policy typologies, was the theoretical foundation for this study. Most public policies can be classified as either regulatory or distributive. Regulatory policy addresses the enforcement power of government. Distributive policy is about providing benefits to selected members of society, financed as a public good. The intention of this study is to comparatively analyze two different police programs. The study stepped back from criminal...
Show moreLowi's "arenas of power" theory, one of the most basic policy typologies, was the theoretical foundation for this study. Most public policies can be classified as either regulatory or distributive. Regulatory policy addresses the enforcement power of government. Distributive policy is about providing benefits to selected members of society, financed as a public good. The intention of this study is to comparatively analyze two different police programs. The study stepped back from criminal justice literature to public policy theory, to consider other ways to assess police strategies to reduce crime. Theory was linked to the practice of policing by examining regulatory policy in relation to crime control and distributive policy to crime prevention. The Truancy Reduction Program was selected as an example of regulatory policy/crime control, and the School Resource Officer Program as distributive policy/crime prevention. This is an exploratory analysis, using a quantitative case study methodology. The Broward Sheriff's Office (Fort Lauderdale, Florida) was selected as the case study. The data were drawn from six consecutive school years (1995--2001) of actual documents. The intent was to explore, not establish a causal relationship between the programs and crime reduction, because other major external factors existed beyond the scope of this analysis. The "universal" concepts of effectiveness and efficiency were adapted to create a multi-criteria evaluation of the program outcomes. The central research question essentially asked if one program (and therefore, policy) was more effective and/or efficient than the other. In this study, effectiveness refers to the relationship between program goals and outcomes, while efficiency refers to the relationship between costs and outcomes. To examine effectiveness, the fixed effects pooled time series technique for panel data was employed. To examine efficiency, an efficiency ratio was created to compare program costs against the costs of crime. A relationship was established between each program, crime reduction, and effectiveness and efficiency. The final phase was comparative, employing a multivariate analysis of variance, to determine if one policy was more effective and efficient. The results were inconclusive. The study makes recommendations for future research, discusses implications of the analyses for public administration, and concluding comments.
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Date Issued
2003
PURL
http://purl.flvc.org/fau/fd/FADT12025
Subject Headings
Crime prevention, Criminal justice, Administration of, Distributive justice, Community policing
Format
Document (PDF)
COMPARISON OF DEVELOPMENTAL STAGES OF DISTRIBUTIVE JUSTICE REASONING BETWEEN LOWER AND MIDDLE CLASS CHILDREN
Title
A COMPARISON OF DEVELOPMENTAL STAGES OF DISTRIBUTIVE JUSTICE REASONING BETWEEN LOWER AND MIDDLE CLASS CHILDREN.
Creator
ENRIGHT, WILLIAM F., JR., Florida Atlantic University, Smith, Lawrence E.
Abstract/Description
In this dissertation three studies were implemented to investigate the differences in distributive justice development between lower and middle class children. In Study 1, conducted on all white children in a rural Florida school, twenty-eight middle and twenty-eight lower class children from kindergarten and third grades were given the Distributive Justice Scale (DJS) and the vocabulary section of the Standford-Binet Intelligence Scale. The results of this study showed that regardless of...
Show moreIn this dissertation three studies were implemented to investigate the differences in distributive justice development between lower and middle class children. In Study 1, conducted on all white children in a rural Florida school, twenty-eight middle and twenty-eight lower class children from kindergarten and third grades were given the Distributive Justice Scale (DJS) and the vocabulary section of the Standford-Binet Intelligence Scale. The results of this study showed that regardless of grade level, the lower class lagged behind the middle class in distributive justice development. There were not significant differences found between the social classes in verbal ability. Since Study 1 was the first study to investigate this topic, it was thought necessary to replicate the findings in a different part of the country on a different population. Study 2 was conducted on all black children from an inner-city Midwestern school. Thirty-two middle and thirty-two lower class children from kindergarten and third grade were given the above measures. A new dimension was added to Study 2 in that a sociometric peer-rating scale was given to investigate the interactional pattern between the social classes. The distributive justice and verbal ability results replicated Study 1. The peer ratings showed that the lower class kindergarten children segregate themselves, while third grade children do not. The findings also showed that in both grade levels, the lower class children were chosen significantly more often for negative social characteristics. Study 3 was conducted in the same school as Study 1, the following school year, on different children. Study 3 was concerned with replicating the distributive justice results in a time-sequential research design. This study was also concerned with replicating the sociometric results of Study 2 in a different part of the country on a different population. In Study 3, twenty-eight middle and twenty-eight lower class children from kindergarten and third grade were administered the three previously mentioned instruments. The distributive justice and vocabulary results replicated Studies 1 and 2. The sociometric results showed that middle class and lower class children chose in the same way. Lower class children were consistently chosen for negative social characteristics, while middle class children were chosen for the positive social characteristics. A social reality and social dominance hypothesis are presented and discussed to explain this phenomenon. Implications for future research are presented and discussed.
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Date Issued
1980
PURL
http://purl.flvc.org/fcla/dt/11755
Subject Headings
Distributive justice--Case studies, Child development
Format
Document (PDF)