Social Disadvantage and Students' Perceived Injustice in Socially Integrated Schools in Israel

In this study we explored objective and attributed explanations of perceived injustice (PI) with respect to instrumental and relational rewards among junior high school students. Despite the socially heterogeneous school and classroom setting, PI found was relatively modest and differentiated by domain. It was more effectively accounted for by cognitive ability than by socioeconomic status, while the effect of ethnic extraction was very small. PI was attributed much less to social background than to teacher and individual factors with regards to instrumental rewards, and to teacher and peer behavior concerning relational rewards. To explain these findings we have suggested the egalitarian climate of the school and its success in bringing students to comply with the meritocratic norm, the disadvantaged students' rational consideration of the positive contribution of the integrated school to their life chances, and the diminishing ethnic identification among the younger strata of the Israeli society.