Title

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

Author(s)

Molly Malany Sayre, University of DaytonFollow

Document Type

Article

Publication Date

2014

Publication Source

Perspectives on Social Work

Abstract

The 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.

Inclusive pages

32-40

Document Version

Published Version

Comments

This document is provided with the permission of the author. Permission documentation is on file.

Journal website

Copyright

Copyright © 2014, Molly Malany Sayre

Publisher

University of Houston Graduate College of Social Work

Volume

10

Issue

1

Peer Reviewed

yes

Keywords

social work education, distributive justice, social justice, grading, underprepared college students

eCommons Citation

Sayre, Molly Malany, "Distributive Justice and Equity in Grading: A New Instructor’s Reflections" (2014). Sociology, Anthropology, and Social Work Faculty Publications. 59.
https://ecommons.udayton.edu/soc_fac_pub/59