Is overpunishment fairer than underpunishment? Perceptions of deviations from equity

Abstract

Three studies are presented which test hypotheses derived from Equity Theory, Prospect Theory and the principle of Diminishing Marginal Value with regard to preferences for overpunishment and underpunishment in the assignment of penalties to offences of varying severity. The first two studies showed that, with different subject samples, offences, and kinds of punishments, subjects indicated a marked preference for over-punishment rather than underpunishment, when both over punishment and under-punishment deviated from ideal, or equitable, punishment to the same degree. However, the effect was only apparent for serious offences. A third study showed that the overpunishment preference for a serious offence existed even when the overpunishment deviated 30% more from ideal punishment than underpunishment, but again no preference was shown' for the less serious offence. As the results cannot be readily explained in terms of any of the three explanatory principles, a possible explanation in terms of concept of negative reciprocity is advanced.     

(Un)veiling equity: a critical analysis of the insider and outsider roles of a Muslim female Shi’i educator in academy

This is a critical personal narrative of a Canadian Middle-Eastern Muslim female Shi’i educator’s experiences in a Western academy. The different cultural and religious backgrounds that shape a Muslim woman’s academic work and her understanding of social justice are described. Specifically, the author describes religio-historical figures and the counter-narratives of women of color in the author’s life responsible for shaping her appreciation of the importance of engaging in social justice and equity. The subjectivity in this work is manifested as an alignment with her religious beliefs and doctrine that draws from a counter-narrative (i.e. the Shi’i narrative of Karbala and, more broadly, the marginalized and dissenting ideological position of Shi’ is in relation to global Islam). Her upbringing with and introduction to Shi’i rituals, empower her understanding towards issues related to justice, equal rights, and loyalty. Throughout her narrative, the author utilizes the role of a researcher as an insider and outsider based on religious and feminist approaches. Three significant themes are noted: (a) the critical role of spirituality as a powerful catalyst and feminist for transformative change; (b) the role of reflexive skills and self-criticism as a means to balance religious and academic identities; and (c) the import role of ‘border-crossers’ in negotiating and connecting between religious and academic worlds. Insights about the experiences associated with minority Shi’i Muslim female graduate educators and the importance of being critically reflective when working towards social justice and equity are provided.