International Journal of
Educational Administration and Policy Studies

  • Abbreviation: Int. J. Educ. Admin. Pol. Stud.
  • Language: English
  • ISSN: 2141-6656
  • DOI: 10.5897/IJEAPS
  • Start Year: 2009
  • Published Articles: 243

Full Length Research Paper

Conservatism and social justice: Why do some teachers strive harder for social justice while others do not?

Öngel Gülay
  • Öngel Gülay
  • Sehit Batuhan Ergin Anatolian High School, Istanbul, Turkey.
  • Google Scholar
TabancalI Erkan
  • TabancalI Erkan
  • Department of Educational Administration, Faculty of Education, Yildiz Technical University, Turkey.
  • Google Scholar


  •  Received: 16 March 2022
  •  Accepted: 06 June 2022
  •  Published: 30 June 2022

References

Adams M, Bell L, Griffin P (2007). Teaching for diversity and social justice. New York, NY: Taylor and Francis Group.
Crossref

 

Adams M, Zúñiga X (2016). Getting started: Core concepts for social justice education. In Teaching for diversity and social justice pp. 113-148. Routledge.
Crossref

 

Allen Q (2015). "I'm trying to get my A": Black male achievers talk about race, school and achievement. The Urban Review 47(1):209-231.
Crossref

 

Alper S, Yilmaz O, Saribay SA (2021). How Do Cognitive Styles Influence Political Attitudes? A Joint Consideration of Dual-Process Model and Construal Level Theory. In The Psychology of Political Behavior in a Time of Change pp. 177-193. Springer, Cham.
Crossref

 

Apple M (2004). Ideology and education. New York: Routledge Falmer.

 

Arshad R (2012). Shaping practice: the impact of personal values and experiences. In Rowena Arshad, Terry Wrigley and Lynne Pratt (Ed.), Soc?al justice re-examined dilemmas and solutions for the classroom teacher (pp. 3-17). Trentham Books Limited.

 

Autin F, Batruch A, Butera F (2015). Social justice in education: how the function of selection in educational institutions predicts support for (non)egalitarian assessment practices. Frontiers in Psychology 6:707.
Crossref

 

Blasi G, Jost J (2012). System justification theory and research: ?mplications for law, legal advocacy, and social justice. In: Jon Hanson (Ed.), Ideology, Psychology and Law, pp. 81-132. New York: Oxford University Press
Crossref

 

Block J, Block JH (2006). Nursery school personality and political orientation two decades later. Journal of Research in Personality 40(5):734-749.
Crossref

 

Biesta G (2012). Philosophy of Education for the Public Good: Five challenges and an agenda. Educational Philosophy and Theory 44(6):581-593.
Crossref

 

Brandes JA, Crowson HM (2009). Predicting dispositions toward inclusion of students with disabilities: The role of conservative ideology and discomfort with disability. Social Psychology of Education 12(2):271-289.
Crossref

 

Brandt MJ, ReynaC (2012). The functions of symbolic racism. Social Justice Research 25(1):41-60..
Crossref

 

Carney DR, Jost J T, Gosling SD, Potter J (2008). The secret lives of liberals and conservatives: Personality profiles, interaction styles, and the things they leave behind. Political Psychology 29(6):807-840.
Crossref

 

Chin MJ, Quinn DM, Dhaliwal TK, Lovison VS (2020). Bias in the air: A nationwide exploration of teachers' implicit racial attitudes, aggregate bias, and student outcomes. Educational Researcher 49(8):566-578.
Crossref

 

Ciechanowski K (2013). Beyond one-size-fits-all eld frameworks: Bringing English Learner's lives and social justice to the center of K-12 Instruction. ORTESOL Journal 30:15-20.

 

Constantine MG, Hage SM, Kindaichi MM, Bryant RM (2007). Social justice and multicultural issues: Implications for the practice and training of counselors and counseling psychologists. Journal of Counseling and Development 85(1):24-29.
Crossref

 

Eidelman S, Crandall C (2009). A psychological advantage for the status quo. In John T. Jost, Aaron Kay, Hulda Thorisdottir (Ed.), Social and Psychological Bases of Ideology and System Justification pp.85-106. Oxford University Press.
Crossref

 

Elhoweris H, Alsheikh N (2004). Teachers' Attitudes toward Inclusion. Paper presented at the New York State Federation of the Council for Exceptional Children.

 

Eyerman R, Jamison A (1991). Social movements: A cognitive approach. Pennsylvania State University Press.

 

Fay D, Frese M (2000). Conservatives' approach to work: Less prepared for future work demands? Journal of Applied Social Psychology 30(1):175-195.
Crossref

 

Feagin J, Feagin C (1978). Discrimination American style: Institutional racism and sexism. Malabar: Krieger.

 

FeyginaI (2013). Social Justice and the human-environment relationship: Common systemic, ?deological, and psychological roots and processes. Social Justice Research 26(3):363-380.
Crossref

 

Frese M, Garst H, Fay D (2007). Making things happen: reciprocal relationships between work characteristics and personal initiative in a four-wave longitudinal structural equation model. Journal of Applied Psychology 92:1084-1102.
Crossref

 

Garmon MA (2004). Changing preservice teachers' attitudes/beliefs about diversity: What are the critical factors? Journal of Teacher Education 55(3):201-213.
Crossref

 

Gezer M (2017). Ö?retimde Sosyal Adalet ?nançlar? Ölçe?i'nin Türkçe Uyarlamas?. Sakarya University Journal of Education 7(2):295-309.
Crossref

 

Good TL, Brophy J E (1973). Behavioral expression of teacher attitudes. Journal of Educational Psychology 63(6):617-624.
Crossref

 

Gorski P (2006). Complicity with conservatism: the de-politicizing of multicultural and intercultural education. Intercultural Education 17(2):163-177.
Crossref

 

Haidt J, Grahami J (2007). When morality opposes justice: Conservatives have moral ?ntuitions that liberals may not recognize. Social Justice Research 20(1):98-106.
Crossref

 

Hanna R, Linden L (2009). Measuring discrimination in education. National Bureau of Economic Research. Available at:
Crossref

 

Harwiki W (2013). The influence of servant leadership on organizational culture, organizational commitment, organizational citizenship behavior, and employees' performance study of outstanding cooperatives in East Java Province, Indonesia. Journal of Economics and Behavioral Studies 5(12):876-885.
Crossref

 

Hachfeld A, Hahn A, Schroeder S, Anders Y, Kunter M (2015). Should teachers be colorblind? How multicultural and egalitarian beliefs differentially relate to aspects of teachers' professional competence for teaching in diverse classrooms. Teaching and Teacher Education 48:44-55.
Crossref

 

Higgins ET (1996). The "self digest": Self-knowledge serving self-regulatory functions. Journal of Personality and Social Psychology 71(6):1062-1083.
Crossref

 

?ci A, Öksüz Y (2014). The relationship between authoritarian personality and liking of children levels of teacher candidates. Procedia-Social and Behavioral Sciences 116:3203-3207.
Crossref

 

?nal H, Günay S (1993). Olas?l?k ve Matematiksel ?statistik. Hacettepe Üniversitesi Yay?nlar?, Ankara. Sayfa 261; Merkezi Limit Teoremi ve Büyük Say?lar Kanunu Konusu.

 

Johnson R, Wichern W (2002). Applied Multivariate Statistical Analysis. Prentice-Hall USA. Page 175; Law of Large Numbers.

 

Jost J (1995). Negative Illusions: Conceptual Clarification and Psychological Evidence concerning False Consciousness. Political Psychology 16(2):397-424.
Crossref

 

Jost J (2020). A Theory of System Justification. Cambridge: Harvard University Press.
Crossref

 

Jost J (2021). Left and Right The Psychological Significance of a Political Distinction. New York: Oxford University Press.

 

Jost J, Kruglanski A, Simon L (2013). Effects of Epistemic Motivation on Conservatism, and Other System-Justifying Attitudes. In: Shared Cognition in Organization of Knowledge, (Ed.), John M. Levine, Leigh L. Thompson, David M. Messick.

 

Jost J, Glaser J, Kruglanski A, Sullowey F (2003). Political conservatism as motivated social cognition. Psychological Bulletin 129(3):339-375.
Crossref

 

Jost J, Napier JL, Thorisdottir H, Gosling SD, Palfai TP, Ostafin B (2007). Are needs to manage uncertainty and threat associated with political conservatism or ideological extremity? Personality and social psychology bulletin 33(7):989-1007.
Crossref

 

Jost J, Nosek B, Gosling S (2008). Ideology: Its Resurgence in Social, Personality, and political psychology. Perspectives on Psychological Science 3(2):126-135.
Crossref

 

Jost JT, Blount S, Pfeffer J, Hunyady G (2003). Fair market ideology: Its cognitive-motivational underpinnings. Research in Organizational Behavior 25:53-91.
Crossref

 

Jost JT, Sterling J, Stern C (2017). Getting closure on conservatism, or the politics of epistemic and existential motivation. In: C. Kopetz, and A. Fishbach (Ed.), Themotivation-cognition interface; From the lab to the real world: A Festschrift in honor of Arie W. Kruglanski. New York: Taylor and Francis. pp.56-87.
Crossref

 

Jost JT, Thompson EP (2000). Group-based dominance and opposition to equality as independent predictors of self-esteem, ethnocentrism, and social policy attitudes among African Americans and European Americans. Journal of Experimental Social Psychology 36(3):209-232.
Crossref

 

Journell W (2017). Politically conservative preservice teachers and the spiral of silence implications for teacher education. Teacher Education Quarterly 44(2):105-129.

 

Kaur B (2012). Equity and social justice in teaching and teacher education. Teaching and Teacher Education 28(4):485-492.
Crossref

 

Kossowska M, Hiel A (2003). The relationship between need for closure and conservative beliefs in Western and Eastern Europe. Political Psychology 24(3):501-518.
Crossref

 

Katsarou E, Picower B, Stovall D (2010). Acts of solidarity: developing urban social justice educators in the struggle for quality public education. Teacher Education Quarterly 37(3):137-153.

 

Kluegel JR, Smith E (1986). Beliefs about inequality: Americans' views of what is and what ought to be. New York: Aldine DeGruyter.

 

Kraker-Pauw E, van Wesel F, Verwijmeren T, Denessen E, Krabbendam L (2016). Are teacher beliefs gender-related? Learning and Individual Differences 51:333-340.
Crossref

 

Lalas J (2007). Teaching for Social Justice in Multicultural Urban Schools: Conceptualization and Classroom Implication. Multicultural Education 14(3):17-21.

 

Lárusdóttir S, O'Connor E (2021). School leadership for social justice. Journal of Educational Leadership and Policy Studies 5 (Fall).

 

Lehmiller J, Schmitt M (2006). Group domination and inequality in context: evidence for the unstable meanings of social dominance and authoritarianism. European Journal of Social Psychology 37(4):704-724.
Crossref

 

Mallery P, George D (2010). SPSS For Windows Step by Step: A Simple Guide and Reference, 17.0 Update. Boston: Pearson.

 

Miko?ajczak G, Becker J (2019). What is (un) fair? Political ideology and collective action. Journal of Social and Political Psychology 7(2):810-829.
Crossref

 

Mitchell L (2012).Individual teachers making a difference in the classroom and the school. In Rowena Arshad, Terry Wrigley and Lynne Pratt (Ed.), Soc?al justice re-examined dilemmas and solutions for the classroom teacher. Trentham Books Limited. pp. 19-33.

 

Mittler P (2012). Overcoming Exclusion: Social Justice Through Education, Taylor and Francis Group.
Crossref

 

Oyserman D, Schwarz N (2017). Conservatism as a situated identity: Implications for consumer behavior. Journal of Consumer Psychology 27(4):532-536.
Crossref

 

Özen Y, Gül A (2007). Sosyal ve E?itim Bilimleri Ara?t?rmalar?nda Evren-Örneklem Sorunu [Population-Sampling Issue on Social and Educational Research Studies]. Atatürk Üniversitesi Kaz?m Karabekir E?itim Fakültesi Dergisi 15:394-472.

 

Panti? N (2015) A model for study of teacher agency for social justice, Teachers and Teaching 21(6):759-778.
Crossref

 

Panti? N, FlorianL (2015). Developing teachers as agents of inclusion and social justice. Education Inquiry 6(3):27311.
Crossref

 

Panti? N, Carr D (2017). Educating teachers as agents of social justice: A virtue ethical perspective. In: Teacher Education for the Changing Demographics of Schooling (pp. 55-65). Springer.
Crossref

 

Peterson R, Rubie-Davies C, Osborne D, Sibley C (2016). Teachers' explicit expectations and implicit prejudiced attitudes to educational achievement: Relations with student achievement and the ethnic achievement gap. Learning and Instruction 42:123-140.
Crossref

 

Philpott R, Dagenais D (2012). Grappling with social justice: Exploring new teachers' practice and experiences. Education, Citizenship and Social Justice 7(1):85-99.
Crossref

 

Purao S (2014). Towards an egalitarian pedagogy for the millennial generation: A reflection. In Innovative Practices in Teaching Information Sciences and Technology (pp. 43-51). Springer, Cham.
Crossref

 

Sar?bay A, Ökten O, Y?lmaz O (2017). Ki?isel ve toplumsal düzeylerde e?itli?e kar??tl?k ve de?i?ime direnmenin muhafazakârl?kla ili?kisi. Türk Psikoloji Yaz?lar? 39:24-41.

 

Secchi D (2011). Extendable rationality: Understanding decision making in organization. Springer.
Crossref

 

Skitka J, Bauman C, Lytle B (2009). Limits on legitimacy: Moral and religious convictions as constraints on deference to authority. Journal of Personality and Social Psychology 97(4):567-578.
Crossref

 

Solís N, Estepa PM (2021). Egalitarian Interactive Group Dialogue for children in at-risk school contexts. Learning, Culture and Social Interaction 28(100456).
Crossref

 

Spitzman E, Balconi A (2019). Social Justice in Action: A Document Analysis of the Integration of Social Justice Principles into Teaching. Journal of the Scholarship of Teaching and Learning 19(5).
Crossref

 

Styslinger E, Stowe J, Walker N, Hostetler H (2019). Becoming teachers for social justice: Raising critical consciousness. The Clearing House: A Journal of Educational Strategies Issues and Ideas 92(1-2):9-14.
Crossref

 

Stoesz D (2014). Conservatism and Social Justice. In: Michael Reisch (Eds.), Routledge International Handbook of Social Justice (pp.147-160). New York: Routledge.

 

Tabachnick BG, Fidell LS (2013). Using multivariate statistics. Boston: Pearson.

 

Takács J (2006). Social exclusion of young lesbian, gay, bisexual and transgender (LGBT) people in Europe. Brussels, Belgium: ILGA Europe.

 

Tal C, Yinon Y (2002).Teachers' conservatism, openness to change, transcendence and self-enhancement in Dailylife and in school situations. Social Psychology of Education 5(3):271-293.
Crossref

 

Tam F, Cheng Y (2003). A typology of organizational culture in primary schools: Productive, shaky, conservative, or hindering? International Journal of Educational Reform 12(1):1-25.
Crossref

 

Tetlock E, Mitchell G (1993). Liberal and conservative approaches to justice: Conflicting psychopolitical portraits. In B. Mellers and J. Baron (Eds.), Psychological perspectives on justice (pp. 234-255). Cambridge, United Kingdom: Cambridge University Press.
Crossref

 

Themane M, Thobejane H (2019). Teachers as change agents in making teaching inclusive in some selected rural schools of Limpopo Province, South Africa: Implications for teacher education. International Journal of Inclusive Education 23(4):369-383
Crossref

 

Turetsky M, Sinclair S, Starck G, Shelton N (2021). Beyond students: How teacher psychology shapes educational inequality. Trends in Cognitive Sciences 25(8):697-709.
Crossref

 

Tyler R, Huo J (2002). Russell Sage Foundation series on trust. Trust in the law: Encouraging public cooperation with the police and courts. Russell Sage Foundation.

 

Yamane T (2009). Temel Örnekleme Yönetemleri. Çev. Alptekin Esin, M. Akif Bak?r, Celal Ayd?n. ?stanbul: Literatür Yay?nc?l?k.

 

Young M (1990). Justice and the politics of difference. Princeton: Princeton University Press.

 

Wilson D (2013). The psychology of conservatism (routledge revivals). Routledge.
Crossref

 

Wilson D (1973). The dynamic theory of conservatism. In G. D. Wilson (Ed.), The psychology of conservatism.(pp. 257-266). London: Academic Press.

 

Van den Bergh L, Denessen E, Hornstra L, Voeten M, Holland RW (2010). The implicit prejudiced attitudes of teachers: Relations to teacher expectations and the ethnic achievement gap. American Educational Research Journal 47(2):497-527.
Crossref

 

Vangararai T (2008). Do teachers treat their pupils equally?

 

Veliz L (2021). Translanguaging as a Pedagogy for Equity, Inclusion, and Social Justice in a Multilingual Classroom. In Evolving Multicultural Education for Global Classrooms (pp137-153). IGI.
Crossref

 

Zeichner K (2020). Preparing teachers as democratic professionals. Action in teacher Education 42(1):38-48.
Crossref