The present study contributes to a vast body of empirical research on the importance of the sense of justice in education. It examines the mediating role of perceived injustice (grades and lecturer-student relations) in ethnic/racial differences concerning trust and identification. The focus is on an ethnically and racially mixed higher-education institution in Israel which provides a venue for the encounter of three distinct and otherwise insular groups of students: Ethiopian-Jews, non-Ethiopian Jews; and Arabs holding Israeli citizenship. The study argues that higher-education institutions' educational features may be conducive to fostering a sense of justice in the classroom, which ameliorates ethnic/racial rifts by promoting trust and identification. A sample of 700 Israeli university students was examined using Structural Equation Modeling. Findings partially support the study’s main argument.
Bibliographical noteFunding Information:
Authors would like to thank Nina Luskin for her language editorial assistance.
© 2021, The Author(s), under exclusive licence to Springer Nature B.V.
- Sense of justice
ASJC Scopus subject areas
- Social Psychology
- Developmental and Educational Psychology
- Sociology and Political Science