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AbstractA concern for fairness is a fundamental and universal element of morality. To examine the extent to which cultural norms are integrated into fairness cognitions and influence social preferences regarding equality and equity, a large sample of children (N 2,163) aged 4–11 were tested in 13 diverse countries. Children participated in three versions of a third‐party, contextualized distributive justice game between two hypothetical recipients differing in terms of wealth, merit, and empathy. Social decision‐making in these games revealed universal age‐related shifts from equality‐based to equity‐based distribution motivations across cultures. However, differences in levels of individualism and collectivism between the 13 countries predicted the age and extent to which children favor equity in each condition. Children from the most individualistic cultures endorsed equitable distributions to a greater degree than children from more collectivist cultures when recipients differed in regards to wealth and merit. However, in an empathy context where recipients differed in injury, children from the most collectivist cultures exhibited greater preferences to distribute resource equitably compared to children from more individualistic cultures. Children from the more individualistic cultures also favored equitable distributions at an earlier age than children from more collectivist cultures overall. These results demonstrate aspects of both cross‐cultural similarity and divergence in the development of fairness preferences.

This paper examines several research questions relating to equality and equity in Chinese higher education via an extended literature review, which in turn sheds light on evolving scholarly explorations into this theme. First, in the post-massification era, has the Chinese situation of equality and equity in higher education improved or deteriorated since the late 1990s? Second, what are the core issues with respect to equality and equity in Chinese higher education? Third, how have those core issues evolved or changed over time and what does the evolution indicate and entail? Methodologically, this paper uses a bibliometric analysis to detect the topical hotspots in scholarly literature and their changes over time. The study then investigates each of those topical terrains against their temporal contexts in order to gain insights into the core issues. (China Q/GIGA)

Deliberation must be immunized against coercive power by a baseline of equality. But what does the requirement of equality mean, in practice, for organizers designing deliberative events and forums? This question is complicated by the fact that equality is fundamentally about two—at times contradictory—values. On the one hand, the value of universal moral equality, which requires abstracting from social circumstances. On the other hand, the value of equity, which requires attending to social circumstances. Deliberative institutions vary in their capacity to promote one value over the other, or in their capacity to compromise between the two. We argue that negotiating between these twin values should be done with reference to the different goals of the deliberative process (generating legitimate decisions, producing more informed opinions, promoting mutual respect, enabling accommodation, and so on), and with an eye to the trade-offs that achieving particular goals might require. Focusing on civic forums, we review existing research related to three important aspects of design—participant recruitment, the nature of the interaction, and decision-making—and discuss how different designs impact deliberation's different normative goals. We argue against a totalizing view of deliberation, where unitary institutions try to achieve all of deliberation's goals at once, and instead discuss how the trade-offs between deliberation's different functions can be resolved at the system level. We conclude by arguing that practitioners should not try to realize all deliberative goals—including equality and equity—at once, but rather should prioritize the goals they want to achieve, and select institutional rules and practices that optimally achieve these goals.

"This book explores why equality and equity are often mischaracterized as interchangeable terms in public education. It discusses equity, including historical and social contexts of equity, rationale for continued focus on equality, school reform as a form of equity and the how a Eurocentric curriculum prohibits an equitable distribution of resources and opportunities in modern education"--

In the course of time, women have been expropriated of their efforts, their creations, their wealth (both symbolic and physical) and their work. It was on the First World Conference on Women, sponsored by the UN (1975), when the crusade was inaugurated to vindicate human rights in all areas, moving into the various legal mechanisms of modern democratic states. This paper presents the results of the study on the implementation of the Management System on Equality and Gender Equality (SIGEG) and its impact on the management of human resources in organizations. Having as leader of the case (case leader) Banco Popular and Community Development (BPDC) of Costa Rica, the relationship between systems of equity and obtaining excellent results for the organizations is evident. The main results obtained are shown by an analysis of quantitative and qualitative approach, through descriptive research, under the case study methodology. The results fully meet the proposed SIGEG influence on the direction and management of human resources objective, and how these practices positively impact the management of equality, equity and diversity in the organization. ; En el devenir de los tiempos, a las mujeres se les ha expropiado de sus esfuerzos, de sus creaciones, de sus riquezas (tanto simbólicas como físicas) y de su trabajo. Es a partir de la I Conferencia Mundial de la Mujer, promovida por la ONU (1975), cuando se inaugura la cruzada para reivindicar los derechos humanos en todos los ámbitos, incursionando en los diversos mecanismos jurídicos de los estados modernos y democráticos. El presente artículo expone los resultados del estudio sobre la implementación del Sistema de Gestión en Igualdad y Equidad de Género (SIGEG) y su impacto sobre la gestión de los recursos humanos en las organizaciones. Teniendo como líder del caso (leader case) el Banco Popular y de Desarrollo Comunal (B.P.D.C.) de Costa Rica, se evidencia la relación entre sistemas de equidad y la obtención de excelentes resultados para las organizaciones. Se exponen los principales resultados obtenidos, mediante un análisis del enfoque cuantitativo y cualitativo, a través de la investigación descriptiva, bajo la metodología de estudio de caso. Los resultados satisfacen plenamente el objetivo propuesto sobre la influencia del SIGEG en la dirección y gestión de los Recursos Humanos, y de cómo esas prácticas impactan positivamente la gestión de la igualdad, equidad y diversidad en la organización.

Education is part of the basic needs of humans in carrying out their vision and mission as human beings on earth which is always universal. All humans without exception on this earth really need education. For this reason, the presence of the government in meeting universal educational needs is highly awaited by all the children of the nation in the Unitary State of the Republic of Indonesia. This paper is presented in the hope of being able to provide an explanation and elaborate on equity equality and the education funding system which includes several discussions; and understanding of equality, equality, strategies and efforts of the Government in maximizing educational equity and the impact of the lack of equitable education in Indonesia, as well as the role of the funding system that is applied to the equal distribution of education.

Abstract Is horizontal equity (HE) the 'most widely accepted principle of equity'? Or does it stand in 'opposition to the advancement of human welfare'? This paper argues that the case for the HE principle is not as straightforward as is usually thought and that it requires advanced notions of justice and well‐being. The most likely ethical basis for HE appears to combine a Rawlsian maximin principle and a view of well‐being that allows for relative local comparison effects. The paper also explores some of the dimensions of equality and well‐being along which the HE principle can be applied and presents a number of examples showing how HE considerations can provide an important input into policy analysis.