Distributive justice development and social class: A replication.

Enright, Robert; Enright, William F.; Lapsley, Daniel K.

doi:10.1037/0012-1649.17.6.826

Cited by 16 publications

(4 citation statements)

References 13 publications

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“…In contrast to the proposition of an age-related progression from less to more principled reasoning and thereby a more tolerant attitude (Enright & Lapsley, 1981), research indicates that older adolescents are often less tolerant than younger adolescents (Gieling, Thijs, & Verkuyten, 2010; Verkuyten & Slooter, 2007). One reason for this is that with age adolescents evaluate practices and rights increasingly in relation to other considerations and concerns, including the broader societal context.…”

Section: Intergroup Tolerationmentioning

confidence: 86%

The importance of social-cognitive development and the developmental context for group dynamics

Killen

Verkuyten

2017

Group Processes & Intergroup Relations

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A developmental approach provides a unique vantage point for understanding the origins, acquisition, and nature of change regarding intergroup attitudes and behavior. Developmental research has focused predominantly on understanding and addressing negative intergroup attitudes and behaviors. We assert that group identity and group dynamics do not have to lead to discriminatory and prejudicial behavior but can actually contribute to an inclusive orientation. Moreover, these orientations do not occur in a vacuum but depend on the broader social context and the specific group distinctions. A broader social and cultural approach is important for understanding the implications of intergroup attitudes for healthy social development as well as the creation of a fair and just society.

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Section: Intergroup Tolerationmentioning

confidence: 86%

The importance of social-cognitive development and the developmental context for group dynamics

Killen

Verkuyten

2017

Group Processes & Intergroup Relations

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“…Studies in which both productivity and need have been manipulated suggest that older children ultimately go beyond the performance-based equity rule to integrate claims based on need-another input to the equity equation-with claims based on merit (e.g., Anderson & Butzin, 1978;Damon, 1977). Damon's (1975Damon's ( , 1977Damon's ( , 1980 cognitive-developmental model of positive justice reasoning incorporates this developmental progression and has been repeatedly confirmed (e.g., Enright, Enright, & Lapsley, 1981;Enright, Franklin, & Manheim, 1980;Enright et al, 1984).…”

mentioning

confidence: 90%

The Development of Distributive Justice Orientations: Contextual Influences on Children's Resource Allocations

Sigelman¹,

Waitzman²

1991

Child Development

158

123

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Previous research on the development of distributive justice decisions, by centering largely on situations in which rewards for work productivity are to be allocated, has shed little light on the child's developing ability to select the justice norm most appropriate to the situation. Children 5, 9, and 13 years of age were asked to allocate resources and judge the fairness of alternative decision rules in situations to which either equity, equality, or need norms were especially applicable. As predicted, young children were insensitive to contextual information, generally preferring to allocate resources equally, whereas older children tailored their decisions appropriately to the situation. The fact that developmental trends differed from situation to situation points to the importance of adopting a contextual perspective on the development of distributive justice orientations.

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“…At more mature stages, need and special circumstances unique to each situation are taken into account. Subsequent research on children's ideas about positive justice have validated this stage-like progression in reasoning and have related the forms of reasoning to parallel organizing principles such as egocentrism, classification, and perspectivetaking (Damon, 1977(Damon, , 1980Enright, Enright, & Lapsley, 1981;Enright, Franklin, & Manheim, 1980;Freeman & Daly, 1984;Smith & Krantz, 1981).…”

mentioning

confidence: 99%

The Effect of Relationship on Children's Distributive Justice Reasoning

1994

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Kindergarten, third-grade, and sixth-grade children were told 2 stories about a group of children who made artwork that was subsequently sold at a craft fair. The characters in one story were described as friends, while the characters in the other story were described as strangers (relationship condition). 1 character in each story was presented as the oldest in the group, 1 as the most productive, and 1 as the poorest. Children were asked to allocate 9 dollars to the 3 characters under each relationship condition, provide rationales for those allocations, and rate the fairness of 4 different patterns of allocation. Older children allocated more money to needy friends than to needy strangers and more to productive strangers than to productive friends. Kindergartners' allocations and fairness ratings did not vary with relationship. Rationales for allocation judgments suggested that equality was the most salient principle for decisions at all ages, but the older children provided rationales based on benevolence more often than younger children when characters were presented as friends.

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Distributive justice development and social class: A replication.

Cited by 16 publications

References 13 publications

The importance of social-cognitive development and the developmental context for group dynamics

The importance of social-cognitive development and the developmental context for group dynamics

The Development of Distributive Justice Orientations: Contextual Influences on Children's Resource Allocations

The Effect of Relationship on Children's Distributive Justice Reasoning

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