Affective reactions to unfair treatment date back to the earliest work on organizational justice. Seminal research on inequity identifies anger and guilt as primary responses to judgments of low justice. More recently, interpersonal justice has been linked to emotions such as anger and hostility. In fact, interpersonal justice is arguably the most emotionally charged of all the justice types. Yet, despite the strong theoretical support and empirical evidence linking interpersonal justice to negative emotions, we are unsure whether dignity and respect from a supervisor may also influence positive emotions. Justice scholars have also begun to investigate the moderating influence of status on to the effects of interpersonal justice. It has been suggested, and empirically demonstrated, that people of lower objective status (hierarchical position, race) react more strongly to fairness relative to those higher in status. However, we do not yet know how the effects of interpersonal justice may be moderated by employees’ perceptions of personal status, workgroup status, or supervisor status. Furthermore, scholars have yet to examine the moderating influence of status on emotional reactions to interpersonal justice. In this dissertation, I answer recent calls for further investigation into the relationships between interpersonal justice and emotions and between interpersonal justice and status. Specifically, I draw from affective events theory and self-enhancement theory to develop a model of interpersonal justice, status, and emotions. In this model, I hypothesize a mediating effect of emotions on the relationships between interpersonal justice and a number of distal attitudes and behaviors. I further predict a moderating influence of justice orientation and three types of status—personal (self) status, workgroup status, and supervisor status—on the interpersonal justice to emotions relationships. A sample of 427 university-based military cadets provided partial support for my model. As expected, interpersonal justice predicted a number of important distal outcomes indirectly through both positive and negative emotions. Personal status, supervisor status, and justice orientation moderated several of the relationships between interpersonal justice and emotions. Implications for practice and theory are discussed.

Thesis advisor: Janet E. Helms / Researchers have argued that whether Latina/o students and other students of Color resist their negative educational experiences with feelings of hopelessness or consider them challenges to overcome, depends on whether they have developed a Social Justice Orientation (SJO) (Cammarota, 2004; Diemer, 2009; Watts, Griffith, & Abdul-Adil, 1999). SJO is the motivation to promote justice and equality among all in society. The purpose of the present study was to develop and test a longitudinal model of predictors and outcomes of SJO among Latina/o youths, the SJOLY model. The constructs investigated were (a) environmental factors (i.e., school relational and language climates), (b) personal skills (English proficiency and Spanish language background) and characteristics (SJO and agency), and (c) social (i.e., community engagement) and academic outcomes (school behavioral disengagement, grades, and school dropout). The study was conducted with a subsample of Latinas/os taken from the National Educational Longitudinal Study of 1988. Participants were enrolled in eighth grade (N = 1,472), sampled from different schools and regions in the U.S., and followed through three waves of data collection until the 12th grade. The age range of the participants at Time 1 was 13 years to 16 years (M = 14.46, SD = .65), and 49.6% were girls. The SJOLY model was tested using structural equation modeling (SEM). Results indicated that school relational climate was a positive predictor of SJO, which in turn predicted more community and school engagement, higher grades, and decreased likelihood of dropping out of school via its impact on personal agency. In addition, school language climate and language skills predicted greater sense of personal agency, which in turn predicted higher grades and decreased likelihood of dropping out. Gender differences were observed, as more SJO was associated with higher levels of personal agency for girls, but not for boys. Higher levels of personal agency were associated with less likelihood of dropping out of schools for boys, but not for girls. Implications of the study results for education, counseling, and research are discussed. / Thesis (PhD) — Boston College, 2011. / Submitted to: Boston College. Lynch School of Education. / Discipline: Counseling, Developmental, and Educational Psychology.

This study sought to understand the impact of a leader’s social justice orientation on their praxis of social justice. The study also sought to discover the successes and challenges associated with enacting social justice. Nine Catholic secondary school leaders in the California Archdiocese participated in the study. Semi-structured interviews and document analysis were used to understand how social justice orientation affects social justice praxis. The data analysis indicates that the social justice outcomes of a school site are greatly impacted by the school leader’s justice-orientation. Findings revealed that justice-orientation is dependent on two factors: the self-efficacy of the leader and the social justice impact of the leader’s actions. These two factors determine a leader’s position on the justice orientation continuum. The implications of these findings are discussed.