The present study contributes to a vast body of empirical research on the importance of the sense of justice in education. It examines the mediating role of perceived injustice (grades and lecturer-student relations) in ethnic/racial differences concerning trust and identification. The focus is on an ethnically and racially mixed higher-education institution in Israel which provides a venue for the encounter of three distinct and otherwise insular groups of students: Ethiopian-Jews, non-Ethiopian Jews; and Arabs holding Israeli citizenship. The study argues that higher-education institutions' educational features may be conducive to fostering a sense of justice in the classroom, which ameliorates ethnic/racial rifts by promoting trust and identification. A sample of 700 Israeli university students was examined using Structural Equation Modeling. Findings partially support the study’s main argument.

本研究为关于正义感在教育中的重要性的大量实证研究做出了贡献。它研究了在信任和认同方面的种族/种族差异中，感知到的不公正（等级和讲师与学生之间的关系）的中介作用。重点是以色列的一个种族和种族混合的高等教育机构，该机构为三个不同的，否则为孤立的学生群体提供了相遇的场所：埃塞俄比亚犹太人，非埃塞俄比亚犹太人；和持有以色列公民身份的阿拉伯人。该研究认为，高等教育机构的教育特征可能有助于在课堂上树立正义感，并通过增进信任和认同来缓解种族/种族分歧。使用结构方程模型对700名以色列大学生进行了抽样调查。研究结果部分支持了该研究的主要论点。