“What You Know You Should Receive”: Comparing Staff and Student Justice Perceptions within the Medical School Environment Open Access
Spradling, Elizabeth Greer (Spring 2022)
Abstract
Similar to many other workplace environments, medical schools are subject to potent status hierarchies, begging the question of how low-status members in these systems, such as students and staff, come to evaluate their situations as just or unjust. Therefore, the present study aims to build off of extant sociological literature by exploring which of the three areas of justice—distributive, procedural, and interactional—medical students and staff emphasize most, as well as examining the impact of group-based and role-based status differences on student and staff justice perceptions. Relying on fairness heuristic theory, the author also examines whether medical students and staff generalize the justice evaluations they have formulated in areas with more knowledge to evaluations in areas of greater uncertainty. In order to parse out recurring themes, the author performs qualitative data analyses on 22 in-depth interviews with students and staff members. Overall, staff members show more concern for issues of distributive justice and role-based status differences, whereas students emphasize the importance of interactional justice and group-based status differences. Both groups demonstrate tendencies to generalize justice perceptions under conditions of uncertainty. Ultimately, the present study expands justice research into the realm of medical education and presents avenues for future exploration into how low-status groups formulate and utilize their justice evaluations.
Table of Contents
1) Introduction
2) Workplace Justice
3) Distributive Justice
4) Procedural Justice
5) Interactional Justice
7) Fairness Heuristic Theory — Process of Formulating Justice Evaluations
8) Status and Justice
9) Group-Based Status
10) Role-Based Status
11) Medical Education
14) Methods
16) Student Justice Perceptions
16) Interactional Justice Concerns
20) Grades
23) Professional Development Opportunities
25) Representativeness and Voice
27) Staff Justice Perceptions
27) Pay and Promotions
29) Professional Development Opportunities
30) Hierarchy Literacy and Respect
31) Unexpected Findings
32) Reciprocal Emotion Management
33) Defining “Underrepresented in Medicine”
34) Cultural Capital Deficits
37) Discussion
42) Limitations
43) Future Directions
45) References
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