How individuals form justice perceptions has been a fundamental question in justice research. While most justice researchers treat justice perceptions as results of deliberate cognitive process, very few studies examined the role of affect in justice perception formation. Among these studies, most of them perceive affect as outcomes of justice; others investigating the predicting role of affect in justice perceptions were far from enough, either due to lack of solid theoretical foundation or due to the limitation of methodology. Based on the Affect Infusion Model, this dissertation focused on exploring the predicting role of affect in justice perception formation and three moderating contextual factors, including personal relevance, emotional control, and group context. A pilot study and two experimental studies, with both student sample and employee sample, were conducted. Structural equation modeling, ANOVA and regression were employed to test the hypotheses. / Results showed that people in positive affective states perceived higher distributive justice, procedural justice, interpersonal justice, and informational justice than their counterparts in negative affective states. Moreover, personal relevance moderated the relationships between affect and distributive justice and procedural justice so that the relationships above were enhanced as personal relevance increased. It is also suggested that individuals constrained the influence of their affect on procedural justice in group context, compared to the case when they make individual judgment. Surprisingly, the moderating effect of emotional control was not found as predicted. Results, implications, limitations as well as future directions were discussed. / Mao, Yina. / Adviser: C.S. Wong. / Source: Dissertation Abstracts International, Volume: 72-04, Section: A, page: . / Thesis (Ph.D.)--Chinese University of Hong Kong, 2010. / Includes bibliographical references (leaves 118-133). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. Ann Arbor, MI : ProQuest Information and Learning Company, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstract also in Chinese.

研究者主要關注人類公正感的意識加工層面，而忽視其無意識層面。基於文化社會學家的觀點和心理學家的雙通道模型，本研究旨在揭示平等意識（按平等分配）和優才意識（按能力和業績分配）的雙通道過程對行為的作用。 / 平等意識作為人類固有心理特質，操作过程較少依賴認知資源，所以更快、更穩定；優才意識更多是習得的，其操作需投入/收益、能力等信息，較依賴認知資源，因而操作過程較緩慢且不穩定。本研究認為，平等意識較之優才意識對行為有更顯著的作用，因而即便優才意識幫助人們合理化分配的不平等效果甚微。 / 本研究裏採用三階段任務：被試在第一階段通過努力掙得收入，在第二階段啟動他們的優才意識（僅啟動組有此操縱），在第三階段他們進行金錢分配任務。研究用不同的方法來操縱平等意識和優才意識。不平等感通過第一階段形成的收入差異來實現。優才意識通過按優才原則進行收入分配（無啟動組）和啟動方法（啟動組）實現。 / 實驗一的結果支持不平等的主效應，即被試在高不平等情境下分配給自己的錢顯著多於低不平等組（假設1）。盡管結果並未支持優才意識的主效應（假設2）以及不平等和優才意識的交互作用（假設3和4），研究觀察到性別差異：只在男性中觀察到此交互效應，在無啟動組裏男生分配給自己的錢顯著多於女生，而在有啟動組男女分配給自己的數額相似。結果揭示男生更易受到優才意識的影響而分配較多錢給對方，從而弱化自己的優勢地位和實現收入的平等化；而女生的收入在無啟動組已平等化，因而優才意識並未對女生產生顯著影響。 / 實驗二發現，認知資源和優才意識的交互效應不顯著，假設5和6並未得到支持。研究只在女生中觀察到此交互作用，但結果與假設相反，即在認知負荷操縱前啟動優才意識使被試更慷慨，而非將收入平等化。我們隨後證實替代性假設。盡管在啟動優才意識的兩個組裏認知負荷的效應不顯著，有認知負荷組的女生比無認知負荷組更慷慨，而男生的在兩個組裏一直保持與同伴較平等的收入。 / Most researchers have focused on deliberative aspect of justice judgment, neglecting processes through which justice judgment and behavioral consequences are automatically shaped. The purpose of this research is to depiict a full picture of behavioral consequences of justice judgment. Based on ideas from cultural sociologists and dual process models in psychology, this experimental research focused on two widely endorsed but antagonistic distributional rules, the equality and meritocracy rules, and uncovered how the deliberative and automatic processes of equality and meritocratic beliefs shape people’s behavior. / It is believed that equality is both socialized and inherited innate psychological ability, its processing is fast and stable; while meritocracy is believed to be mostly learned, and its processing requires information about a person’s input/output, ability, and contributions, so its processing requires cognitive resources and is relatively slow and unstable. This research proposes that equality is more powerful in determining behaviors than meritocracy; the legitimizing power of meritocracy is weak in many circumstances. / This research adopted a three-stage task in experiments: (1) earned money through efforts, (2) priming meritocracy belief (only in meritocracy prime condition), (3) monetary allocation. Equality was manipulated through income discrepancy in the first stage of the task (high/low inequality); meritocracy was manipulated by a merit-based reward method (in no meritocracy prime condition) and by a priming technique (in meritocracy prime condition). Among the two experiments, experiment 1 was conducted to show the basic pattern of the effects of equality and meritocracy, experiment 2 involved cognitive load manipulation to further explore how the two systems of equality and meritocracy affect behaviors. / Results from experiment 1 supported the main effect of inequality manipulation by showing that participants in high inequality conditions pocketed significantly more money than in low inequality condition (hypothesis 1). Though results did not substantiate the main effect of meritocracy manipulation (hypothesis 2) and interaction effect between inequality and meritocracy (hypothesis 3, 4), we observed unexpected gender difference: such interaction effect is significant only in males; the money males pocketed is significantly more than females in no meritocracy prime condition, but similar to females in meritocracy prime condition. Males were more influenced by meritocracy manipulations which reduced their advantageous inequality, achieving equalized incomes, while the money females earned in no meritocracy prime conditions achieved equality, so meritocracy prime exerted less influence in their behaviors when incomes were already equalized. / Experiment 2 showed that the interaction effect between cognitive load and meritocracy was not significant, thus hypothesis 5 and 6 were not supported. Again we observed gender difference: the interaction effect was significant only in females. However, the result of both males and females were opposite to our hypothesesthat is, priming meritocracy before cognitive load manipulation increased participants’ generosity toward partners. We put forward an alternative argument which fit the current data. Females allocated significantly more money to partners in cognitive load condition than in no cognitive load condition, resulting in a disadvantageous inequality; males in the two conditions maintained equalized outcomes. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Zhu, Yi. / Thesis (Ph.D.)--Chinese University of Hong Kong, 2012. / Includes bibliographical references (leaves 88-109). / Abstract also in Chinese. / Chapter CHAPTER 1: --- Introduction --- p.1 / Chapter 1.1 --- Identifying Problems in Justice Research --- p.1 / Chapter 1.2 --- Exploring the Two Systems of Justice Judgment in Action --- p.7 / Chapter CHAPTER 2: --- Two Systems of Equality and Meritocracy --- p.15 / Chapter 2.1 --- Distributional Rules --- p.15 / Chapter 2.1.1 --- Sense of (In)equality --- p.15 / Chapter 2.1.2 --- Two Major Perspectives on Distributional Rules --- p.16 / Chapter 2.1.3 --- Equality and Meritocracy Rules --- p.20 / Chapter 2.1.3.1 --- Equality Rule --- p.20 / Chapter 2.1.3.2 --- Meritocracy Rule --- p.25 / Chapter 2.2 --- Dual Process Models --- p.28 / Chapter 2.3 --- Meritocracy and Equality as Cultural Schemata --- p.32 / Chapter 2.3.1 --- Cultural Schemata --- p.32 / Chapter 2.3.2 --- Equality Schemata --- p.36 / Chapter 2.3.3 --- Meritocracy Schemata --- p.39 / Chapter 2.4 --- Meritocracy vs. Equality --- p.41 / Chapter CHAPTER 3: --- Research Designs and Hypotheses --- p.45 / Chapter 3.1 --- Experiment 1: Basic Pattern of the Effects of Equality and Meritocracy --- p.45 / Chapter 3.2 --- Experiment 2: Unveiling Automatic Processes of Equality and Meritocracy --- p.53 / Chapter CHAPTER 4: --- Experiment 1 --- p.57 / Chapter 4.1 --- Methods and Procedure --- p.57 / Chapter 4.2 --- Results --- p.63 / Chapter 4.3 --- Discussion --- p.66 / Chapter CHAPTER 5: --- Experiment 2 --- p.70 / Chapter 5.1 --- Methods and Procedure --- p.71 / Chapter 5.2 --- Results --- p.73 / Chapter 5.3 --- Discussion --- p.77 / Chapter CHAPTER 6: --- General Discussion and Conclusion --- p.80 / Chapter 6.1 --- General Discussion --- p.80 / Chapter 6.2 --- Future Research --- p.84 / REFERENCES --- p.88

Mental health services provided through the Youth Offending Service (YOS) are inadequate to meet the needs of young offenders. The differing viewpoints of mental health and criminal justice are not incompatible, but require consideration in terms of how to work together. This has not occurred within youth justice, and there are tensions between the YOS and CAMHS. If the YOS structure better allowed for social justice approaches to occur within practice, these tensions could be avoided and the needs of young people better met. This research looked at the ways in which provision of mental health services impacts upon social justice within the YOS. A case study was constructed looking in detail at mental health provision, the challenges faced by mental health workers and their ability to overcome these problems. Mental health workers and managers within the YOS were interviewed to construct the case study. From this a number of issues were identified within practice that impact upon social justice, and how some youth offending teams had overcome them. From this both long and short-term suggestions and strategies for practice have been created to improve levels of social justice within youth justice practice.

This thesis uses empirical data to explore criminal justice social workers’ experience of ‘ethical stress,’ which is the discomfort experienced by workers when they cannot achieve value/behaviour congruence in their practice. The research was operationalised via questionnaires distributed to criminal justice social workers in four Scottish local authorities, from which both quantitative and qualitative data were gathered. From the data, it appears that the more risk averse a workplace is perceived to be, and the less value-based the ethical climate is judged to be, the more ethical stress will be experienced. The approach to working with offenders, however, seems not to have a direct effect on ethical stress experienced. Rather, workers are very clear that public protection/risk work takes priority and this only becomes a source of stress when the ethical climate is such that any additional welfare, helping work the social worker is inclined to undertake, is thwarted. A worker’s experience of ethical stress may depend upon where they work, as levels vary significantly between local authorities, as do perceptions of ethical climate. Approaches taken to risk and to working with offenders, however, do not vary between local authorities, probably because of the strength of influence from government. A model of ethical stress in criminal justice social work (CJSW) is ultimately suggested, highlighting the connections and influences above, and depicting the important role of the senior social worker. Finally, significant differences on all variables were found between older, more experienced workers and younger, less experienced workers who appear to be happier with a ‘new penological’ approach to the management of (as opposed to engagement with) offenders. Less experienced workers seem to accept, more uncritically, the prioritisation of public protection and reduced autonomy and, although they do experience ethical stress when value based practice is impeded and risk aversion prevails, it is experienced to a significantly lesser degree. The culmination of these differences may well cast doubt upon CJSW’s continuing commitment to social work values.

The dissertation employs insights from critical race theory and the environmental justice literature, questioning the sustainability of dominant state policies concerning development of informal settlements. The work explores spatialized and racialised forms of class and their normalisation in South Africa. Discussion of the rise and redefinition of urban segregation in South Africa notes racialised exclusions have not disappeared with the end of apartheid. Economic supremacy of ‘white’ populations reproduces ‘white’ control – with dirt, crime and disorder constitutive of the pathological spaces of the ‘other’. Second part examines the role of environmental ideas in reproducing ‘white’ spaces of privilege and ‘black’ spaces of degradation. Discussing neo-liberal development, sustainable development and ecological justice in South Africa – the dissertation shows service delivery and housing policy to possess similarities to apartheid projects – with weaknesses of the dominant model failing the requirements of environmental justice. The case study which follows examines a contemporary attempt to relocate an informal settlement sited in an affluent neighbourhood through ‘greenfields’ housing development, revealing environments as contested, with spatial subjugation dramatic and ongoing.

The purpose of this study was to consider the development of social consciousness in female nonprofit leaders. The problem undergirding the study is that we do not know enough about social consciousness to know how it is learned, if it can be taught, if it is stable over a lifetime, and what factors and life events shape its unique expression. A further concern is understanding how people come to enact caring about social justice causes and why they enacted caring about certain causes but not others. The research investigated learning related to the social consciousness of female nonprofit leaders who work with organizations focused on social justice issues. The research method utilized, life history collage, employed a combination of art and life history to investigate this phenomenon. Once collages were made, participants were interviewed to further explore emergent themes and these themes were analyzed using the learning theory enactivism to understand how learning influenced each woman’s social consciousness. Findings indicate that organizing structures emerged in childhood that both enabled and shaped the potential of each woman’s social consciousness. This “potential” was inherent in the structure of each woman’s world view, but was enacted in the way this structure coupled with opportunities in her environment. In other words, each woman’s social consciousness coemerged within environments that shaped her social consciousness and that were shaped by her social consciousness. Thus, social consciousness and environment are mutually specifying.

This ethnography traces my journey teaching kindergarten in the Pico Union neighborhood in Los Angeles. Its purpose is to understand the macro and micro levels of the community to inform my teaching practices and support my students and families. On a micro-level, I conducted case studies on three specific students. Data analysis of in-home interviews, personal interactions, and assessments allowed me to create action plans to best support these students’ academic, social, and emotional needs. On a macro level, I studied my students’ environments: community, school, and classroom. Attending community events, learning about my school’s mission, and reflecting on my classroom culture and expectations, I internalized how students’ environments plays a role in their education. By analyzing whole class and individual student data and reflecting on my own development, I grew as a professional educator and became an effective and socially just teacher.

The purpose of the ethnographic narrative project was to understand ourselves and our students in a more in-depth manner. The ethnographic narrative project has allowed me to explore myself, my students, my classroom, the community I teach in, and the link each of these has to social justice. In order to best serve our students as educators, we must comprehend all of the funds of knowledge our students possess and utilize these facets to aid their learning. I have found that understanding my students cultural, social, academic assets is critical to fulfilling their needs both as students and individuals. I have also explored my own strengths and areas of growth as an educator and solidified my teaching identity. As educators we must not only teach our students academic skills teach social and emotional assets as well.

The size of a raindrop is a middle-grade novel about a dandelion named Sterling and a little girl named Arianna who has a kidney disease which modern medicine and contemporary medical practices are failing to cure. The story examines a variety of political themes rising to the surface in our world today—race, gender, discrimination, colonialism and imperialism, genocide, healthcare, and more. It also explores existentialism through questions of life, purpose, and worth—questions which, ultimately are the real questions behind the political skirmishes of our time.

This work seeks to explore the possibilities of applying affect theory to practices of social justice, specifically, through the affect theories based on energetics described by Teresa Brennan. The first section gives an overview on Brennan’s main arguments and how I interpret her through a Spinozistic lens. This project then explores the positive and negative roles that happiness, anger, grief, and humor have had in various social movements and how they have often been mis- or underused in these moments. The final section offers Brennan’s theory of “Living Attention” as a means of understanding our own affects and the affects of others and how to use them effectively and healthily. / Includes bibliography. / Thesis (M.A.)--Florida Atlantic University, 2019. / FAU Electronic Theses and Dissertations Collection