The influence of national culture on the perceived fairness of grading procedures: a comparison of the United States and China.
Although the desire to be treated fairly is a fundamental human preference, perceptions of fair treatment can be influenced by cultural beliefs and values. For this article, the author used a scenario-based experimental study to examine students' fairness perceptions of grading procedures in 2 countries with distinct national cultures, China and the United States. The results suggest that culture can influence students' perceptions of the fairness of 2 aspects of procedural justice: voice and interpersonal justice. Chinese students were more likely to value interpersonal justice (i.e., being treated with dignity and respect, and being provided with explanations of grading procedures) and perceived the lack of interpersonal justice as less fair than did U.S. participants. In contrast, U.S. students were more likely to perceive voice (i.e., the opportunity to discuss and appeal a grading decision) as fair. These findings are connected to differences in the cultural values of the United States and China.
Tata
Jasmine
J
Address correspondence to Jasmine Tata, School of Business Administration, Loyola University Chicago, 820 North Michigan Avenue, Chicago, IL 60611, USA. Jtata@wpo.it.luc.edu
D000293:Adolescent; D000328:Adult; D001290:Attitude; D002681:China; D003142:Communication; D003431:Cross-Cultural Comparison; D004521:Educational Measurement; D004522:Educational Status; D005260:Female; D006801:Humans; D008297:Male; D012935:Social Justice; D012945:Social Values; D013334:Students / Q000523:psychology*; D014481:United States