¿Los futuros docentes están comprometidos con la justicia social? Validación y aplicación de la traducción al castellano de la escala de justicia social.
DOI:
https://doi.org/10.22235/pe.v11i2.1647Keywords:
justicia social; escala; validación; castellano; actitudesAbstract
Esta investigación tiene un doble propósito: por un lado, traducir al castellano la Escala de Justicia Social de Torres-Harding, Siers y Olson (2012) y validar el instrumento; por otro, conocer las actitudes de los futuros maestros hacia la justicia social y su compromiso con ella. Luego de traducir y validar la escala, se realizó un estudio descriptivo ex post facto con 326 estudiantes de magisterio en Educación Infantil y Primaria de la Universidad Autónoma de Madrid (España). Los resultados del estudio muestran que los maestros en formación de Primaria tienen una mejor actitud hacia la justicia social que los futuros maestros de Infantil; y que las mujeres tienen una mejor actitud que los hombres. La escala traducida es una valiosa herramienta para investigadores castellanohablantes que busquen identificar actitudes relacionadas con la justicia social.
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References
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Colquitt, J. (2001). On the dimensionality of organizational justice: A construct validation of a measure. Journal of Applied Psychology, 86(3), 386-400.
Constantine, M., Hage, S., Kindaichi, M., y Bryant, R. (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.
Cook, S. (1990). Toward a psychology of improving justice: Research on extending the equality principle to victims of social injustice. Journal of Social Issues, 46(1), 147-161.
Corning, A., y Myers, D. (2002). Individual orientation towards engagement in social action. Political Psychology, 23(4), 703-729.
Coursey, D., y Pandey, S. (2007). Public service motivation measurement: Testing an abridged version of Perry’s proposed scale. Administration and Society, 39(5), 547-568.
Dean, J. K. (2009). Quantifying social justice advocacy competency: Development of the social justice advocacy scale (Tesis doctoral). Georgia State University, Atlanta, GA.
Fabian, C. G. (2012). Social Identity and Social Justice Orientation among Social Work Graduate Students: Examining the Role of Perceived Injustice and Self-Efficacy (Tesis doctoral). University of Michigan, Ann Arbour, MI.
Fietzer, A. W., y Ponterotto, J. (2015). A Psychometric Review of Instruments for Social Justice and Advocacy Attitudes. Journal for Social Action in Counseling and Psychology, 7(1), 19-40.
Fouad, N., Gerstein, L., y Toporek, R. (2006). Social justice and counseling psychology in context. En R. Toporek, L. Gerstein, N. Fouad, G. Roysircar y T. Israel (Eds.), Handbook for social justice in counseling psychology: Leadership, vision, and action (pp. 1-15). Thousand Oaks, CA: Sage.
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Griffiths, M. (2003). Action for Social Justice in Education. Maidenhead, Inglaterra: Open University Press.
Henry, P., y Sears, D. (2002). The symbolic racism 2000 scale. Political Psychology, 23(2), 253-283.
Honneth, A. (2007). Reificación: un estudio en la teoría del reconocimiento. Madrid, España: Katz.
Kozlowski, C., Ferrari, J., y Odahl, C. (2014). Social Justice and Faith Maturity: Exploring Whether Religious Beliefs Impact Civic Engagement. Education, 134(4), 427-432.
Lipkus, I. (1991). The construction and preliminary validation of a global belief in a just world scale and the exploratory analysis of the multidimensional belief in a just world scale. Personality and Individual Differences, 12(11), 1171-1178.
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Murillo, F. J., y Hernández-Castilla, R. (2011a). Hacia un concepto de justicia social. REICE. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 9(4), 7-23.
Murillo, F. J., y Hernández-Castilla, R. (2011b). Trabajar por la justicia social desde la Educación. Editorial. REICE. Revista Electrónica Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 9(4), 3-6.
Perry, J. (1996). Measuring public service motivation: An assessment of construct reliability and validity. Journal of Public Administration Research and Theory, 6(1), 5-22.
Poteat, V. P., Scheer, J. R., Marx, R. A., Calzo, J. P., y Yoshikawa, H. (2015). Gay-Straight Alliances Vary on Dimensions of Youth Socializing and Advocacy: Factors Accounting for Individual and Setting-Level Differences. American journal of community psychology, 55(3-4), 422-432.
Prilleltensky, I., y Nelson, G. (2002). Doing psychology critically: Making a difference in diverse settings. Houndmill, Inglaterra: Palgrave MacMillan.
Prilleltensky, I. (2001). Value–based praxis in community psychology: Moving towards social justice and social action. American Journal of Community Psychology, 29(5), 747-778.
Rasinski, K. (1987). What’s fair is fair-or is it? Value differences underlying public views about social justice. Journal of Personality and Social Psychology, 53(1), 201-211.
Ritchhart, R. (2002). Development of the social activism beliefs rating scale (SABR): An instrument to measure psychologists’ attitudes toward social activism. Dissertation abstracts international: Section B: The Sciences and Engineering, 63(6-B), 30-70.
Rawls, J. (1971). A theory of justice. Cambridge, MA: Harvard University Press.
Toporek, R., y Williams, R. (2006). Ethics and professional issues related to the practice of social justice in counseling psychology. En R. Toporek, L. Gerstein, N. Fouad, G. Roysircar y T. Israel (Eds.), Handbook for social justice in counseling psychology: Leadership, vision, and action (pp. 17-34). Thousand Oaks, CA: Sage.
Torres-Harding, S., Siers, B., y Olson, B. (2012). Development and Psychometric evaluation of the Social Justice Scale (SJS). American Journal Community Psychology, 50(1-2), 77-88.
Torres-Harding, S., Carollo, O., Schamberger, A., y Clifton-Soderstrom, K. (2013). Values and Religiosity as Predictors of Engagement in Social Justice. Journal of Prevention & Intervention in the Community, 41(4), 255-266.
Torres-Harding, S., Diaz, E., Schamberger, A., y Carollo, O. (2015). Psychological Sense of Community and University Mission as Predictors of Student Social Justice Engagement. Journal of Higher Education Outreach and Engagement, 19(3), 89-112.
Tougas, F., Brown, R., Beaton, A., y Stéphane, J. (1995). Neosexism: Plus ça change, plus c’est pareil. Personality and Social Psychology Bulletin, 21, 842-849.
Young, I. M. (2007). Global Challenges: War, Self-Determination, and Responsibility for Justice. Londres, Inglaterra: Oxford Polity Press.
Young, I. M. (2000). Inclusion and Democracy. Oxford, Inglaterra: Oxford University Press.
Young, I. M. (2011). Responsibility for Justice. Londres, Inglaterra: Oxford Polity Press.
Ajzen, I. (1991). The theory of planned behavior. Organizational Behavior and Human Decision Processes, 50(2), 179-211.
Browne, M., y Cudeck, R. (1993). Alternative ways of assessing model fit. En K. Bollen y S. Long (Eds.), Testing structural equation models (pp. 136-162). Newbury Park, CA: Sage.
Cabero Almenara, J., y Llorente Cejudo, M. C. (2013), La aplicación del juicio de experto como técnica de evaluación de las tecnologías de la información (TIC). Revista de Tecnología de Información y Comunicación en Educación, 7(2),11-22.
Caprara, G., Vecchione, M., Capanna, C., y Mebane, M. (2009). Perceived political self-efficacy: Theory, assessment, and applications. European Journal of Social Psychology, 39(6), 1002-1020.
Colquitt, J. (2001). On the dimensionality of organizational justice: A construct validation of a measure. Journal of Applied Psychology, 86(3), 386-400.
Constantine, M., Hage, S., Kindaichi, M., y Bryant, R. (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.
Cook, S. (1990). Toward a psychology of improving justice: Research on extending the equality principle to victims of social injustice. Journal of Social Issues, 46(1), 147-161.
Corning, A., y Myers, D. (2002). Individual orientation towards engagement in social action. Political Psychology, 23(4), 703-729.
Coursey, D., y Pandey, S. (2007). Public service motivation measurement: Testing an abridged version of Perry’s proposed scale. Administration and Society, 39(5), 547-568.
Dean, J. K. (2009). Quantifying social justice advocacy competency: Development of the social justice advocacy scale (Tesis doctoral). Georgia State University, Atlanta, GA.
Fabian, C. G. (2012). Social Identity and Social Justice Orientation among Social Work Graduate Students: Examining the Role of Perceived Injustice and Self-Efficacy (Tesis doctoral). University of Michigan, Ann Arbour, MI.
Fietzer, A. W., y Ponterotto, J. (2015). A Psychometric Review of Instruments for Social Justice and Advocacy Attitudes. Journal for Social Action in Counseling and Psychology, 7(1), 19-40.
Fouad, N., Gerstein, L., y Toporek, R. (2006). Social justice and counseling psychology in context. En R. Toporek, L. Gerstein, N. Fouad, G. Roysircar y T. Israel (Eds.), Handbook for social justice in counseling psychology: Leadership, vision, and action (pp. 1-15). Thousand Oaks, CA: Sage.
Fox, D. (2003). Awareness is good, but action is better. The Counseling Psychologist, 31(3), 299-304.
Fraser, N. (2006). Reinventar la justiciaen un mundo globalizado. New Left Review, 36(2), 34-53.
Fraser, N. (2008). Scales of Justice: Reimagining Political Space in a Globalizing World. Nueva York, NY: Columbia University Press.
Fraser, N., y Honneth, A. (2006). ¿Redistribución o reconocimiento?: un debate filosófico-político. Madrid, España: Morata.
Garrote, P. R., y Del Carmen, M. (2015), La validación por juicio de expertos: dos investigaciones cualitativas en Lingüística aplicada. Revista de lingüística, 18. Recuperado de http://www.nebrija.com/revista-linguistica/la-validacion-por-juicio-de-expertos-dos-investigaciones-cualitativas-en-linguistica-aplicada
Goodman, D. (2000). Motivating people from privileged groups to support social justice. Teachers College Record, 102(6), 1061-1085.
Goodman, L.A., Liang, B., Helms, J., Latta, R.E, Sparks, E., y Weintraub, S. (2004). Training counseling psychologists as social justice agents: Feminist and multicultural principles in action. The Counseling Psychologist, 32(6), 793-837.
Griffiths, M. (2003). Action for Social Justice in Education. Maidenhead, Inglaterra: Open University Press.
Henry, P., y Sears, D. (2002). The symbolic racism 2000 scale. Political Psychology, 23(2), 253-283.
Honneth, A. (2007). Reificación: un estudio en la teoría del reconocimiento. Madrid, España: Katz.
Kozlowski, C., Ferrari, J., y Odahl, C. (2014). Social Justice and Faith Maturity: Exploring Whether Religious Beliefs Impact Civic Engagement. Education, 134(4), 427-432.
Lipkus, I. (1991). The construction and preliminary validation of a global belief in a just world scale and the exploratory analysis of the multidimensional belief in a just world scale. Personality and Individual Differences, 12(11), 1171-1178.
Marías, J. (1974). La justicia social y otras justicias. Madrid, España: Seminarios y Ediciones.
Martínez-Garrido, C., y Perines Véliz, H. (2015). Estudio de las actitudes de los futuros docentes sobrejusticia social. En AIDIPE (Ed.), Investigar con y para la sociedad. Vol. 1 (pp. 349-357). Cádiz, España: Bubok.
Murillo, F. J., y Hernández-Castilla, R. (2011a). Hacia un concepto de justicia social. REICE. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 9(4), 7-23.
Murillo, F. J., y Hernández-Castilla, R. (2011b). Trabajar por la justicia social desde la Educación. Editorial. REICE. Revista Electrónica Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 9(4), 3-6.
Perry, J. (1996). Measuring public service motivation: An assessment of construct reliability and validity. Journal of Public Administration Research and Theory, 6(1), 5-22.
Poteat, V. P., Scheer, J. R., Marx, R. A., Calzo, J. P., y Yoshikawa, H. (2015). Gay-Straight Alliances Vary on Dimensions of Youth Socializing and Advocacy: Factors Accounting for Individual and Setting-Level Differences. American journal of community psychology, 55(3-4), 422-432.
Prilleltensky, I., y Nelson, G. (2002). Doing psychology critically: Making a difference in diverse settings. Houndmill, Inglaterra: Palgrave MacMillan.
Prilleltensky, I. (2001). Value–based praxis in community psychology: Moving towards social justice and social action. American Journal of Community Psychology, 29(5), 747-778.
Rasinski, K. (1987). What’s fair is fair-or is it? Value differences underlying public views about social justice. Journal of Personality and Social Psychology, 53(1), 201-211.
Ritchhart, R. (2002). Development of the social activism beliefs rating scale (SABR): An instrument to measure psychologists’ attitudes toward social activism. Dissertation abstracts international: Section B: The Sciences and Engineering, 63(6-B), 30-70.
Rawls, J. (1971). A theory of justice. Cambridge, MA: Harvard University Press.
Toporek, R., y Williams, R. (2006). Ethics and professional issues related to the practice of social justice in counseling psychology. En R. Toporek, L. Gerstein, N. Fouad, G. Roysircar y T. Israel (Eds.), Handbook for social justice in counseling psychology: Leadership, vision, and action (pp. 17-34). Thousand Oaks, CA: Sage.
Torres-Harding, S., Siers, B., y Olson, B. (2012). Development and Psychometric evaluation of the Social Justice Scale (SJS). American Journal Community Psychology, 50(1-2), 77-88.
Torres-Harding, S., Carollo, O., Schamberger, A., y Clifton-Soderstrom, K. (2013). Values and Religiosity as Predictors of Engagement in Social Justice. Journal of Prevention & Intervention in the Community, 41(4), 255-266.
Torres-Harding, S., Diaz, E., Schamberger, A., y Carollo, O. (2015). Psychological Sense of Community and University Mission as Predictors of Student Social Justice Engagement. Journal of Higher Education Outreach and Engagement, 19(3), 89-112.
Tougas, F., Brown, R., Beaton, A., y Stéphane, J. (1995). Neosexism: Plus ça change, plus c’est pareil. Personality and Social Psychology Bulletin, 21, 842-849.
Young, I. M. (2007). Global Challenges: War, Self-Determination, and Responsibility for Justice. Londres, Inglaterra: Oxford Polity Press.
Young, I. M. (2000). Inclusion and Democracy. Oxford, Inglaterra: Oxford University Press.
Young, I. M. (2011). Responsibility for Justice. Londres, Inglaterra: Oxford Polity Press.
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Published
2018-07-25
How to Cite
Hidalgo, N., Martínez - Garrido, C., & Perines, H. (2018). ¿Los futuros docentes están comprometidos con la justicia social? Validación y aplicación de la traducción al castellano de la escala de justicia social. Páginas De Educación, 11(2), 85–107. https://doi.org/10.22235/pe.v11i2.1647
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