Distributive Justice and Equity in Grading: A New Instructor’s Reflections

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dc.contributor.authorSayre, Molly Malany
dc.date.accessioned2019-11-04T20:07:42Z
dc.date.available2019-11-04T20:07:42Z
dc.date.issued2014
dc.description.abstractThe author reflects upon early teaching experiences to identify a conflict between minimal distributive justice, or the distribution of goods that ensures all individuals have an acceptable level of that good (Deutsch, 1985), and grading of students’ assignments. Instead of addressing the unequal distribution of college preparedness among her students, the author’s grading reflected and potentially reinforced educational, racial, and economic inequalities. In agreement with Anastas (2010), an ethic of social justice is recommended for use in social work education. Social work educators can provide greater access to resources (e.g., the instructor’s time) for students experiencing disadvantages that affect their academic performance.en_US
dc.identifier.urihttps://hdl.handle.net/10657/5224
dc.language.isoen_USen_US
dc.publisherEditorial from Perspectives on Social Work Volume 10 (Spring 2014)en_US
dc.subjectMolly Malany Sayreen_US
dc.subjectPerspectives on Social Worken_US
dc.subjectSocial Work Educationen_US
dc.subjectDistributive Justiceen_US
dc.subjectSocial Justiceen_US
dc.subjectGradingen_US
dc.subjectUnderprepared College Studentsen_US
dc.subjectSocial work
dc.subjectPerspectives on Social Work
dc.subjectSocial work education
dc.subjectDistributive Justice
dc.subjectSocial Justice
dc.subjectGrading
dc.subjectUnderprepared College Students
dc.titleDistributive Justice and Equity in Grading: A New Instructor’s Reflectionsen_US
dc.typeArticleen_US

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