Academic Major, Authority Trust, and Justice Beliefs: Predictors of Undergraduate Support for Restorative Justice

Abstract

The American justice system relies heavily on punitive approaches that have been associated with high recidivism, low victim satisfaction, and systemic inequality. Despite growing interest in restorative justice as an alternative to current punitive approaches, limited research has examined how undergraduate students perceive restorative justice and what predicts their attitudes toward it. This thesis examines three predictors of undergraduate support for restorative justice: academic major, trust in government and legal authorities, and normative beliefs about justice goals. Using a theoretical and comparative approach, existing empirical literature was synthesized to identify patterns across studies. Patterns across the literature suggest that academic major influences punitive attitudes, lower trust in authorities correlates with greater openness to restorative justice, and students who define justice as healing and accountability are more likely to support restorative approaches. These findings suggest that if reform is a goal as well as shifting from a punitive justice system to one that is rehabilitative and more ethically and statistically supported in its effectiveness, then we have to address how students who are future leaders in justice positions are being educated on past, present, and future approaches and how exposure to restorative practices can make reform possible.