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A study of adolescent perceptions of specific educational experiences : equity vs. inequity
Equity considerations as a factor present in the adolescent educational experience was examined. Eighty subjects from a high school in Southern California responded to a twenty statement questionnaire. Application of the equity formula resulted in subjects falling into three distinct groups: perceived inequity with others benefiting more; perceived inequity with self benefiting more; and, perceived equity. As predicted, there were significant main effects for relationship with teachers and educational aspirations, and degree and interactional effects for equity-by-relationship and aspirations-by-degree using an ANOVA design. It is recommended that further studies be conducted in which perceptions of equity are manipulated so that it can be determined whether or not specific attitudes and performances in school can be altered meaningfully.