A Cross-Cultural Analysis of Students' Perceptions of (Un)Fairness: A Measurement Invariance Study Using PISA Data

• In Event: Multiple Perspectives on Accountability in Schools

Abstract

Since 1970s, empirical research on students’ perceptions of fairness in classrooms has gradually increased. The large bulk of this research were conducted within a cultural context, with a few studies examining students’ perceived unfairness cross-culturally. To address this gap, we analyzed the measurement invariance evidence of Programme for International Student Assessment 2015 survey on students’ perceived unfairness in an aim to contribute to the generalizability of classroom fairness theory across 55 participating countries. The results of this study showed a lack of metric invariance, implying that the interpretation of participants from survey items vary across countries, challenging the comparability of the results across countries. The implications for classroom fairness theory are discussed.

Authors

• Amir Rasooli, Faculty of Education, University of Alberta

• Amin Mousavi, University of Saskatchewan