Academic Performance, Students' Background and Affirmative Action at a Brazilian University

Pedrosa, Renato H. L.; Dachs, J. Norberto W.; Maia, Rafael Costa Lima; Andrade, Cibele Yahn de; Carvalho, Benilton

doi:10.1787/hemp-v19-art18-en

Cited by 36 publications

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“…Ou seja, alunos mais velhos apresentam uma tendência a ter piores performances escolares, com exceção dos bonistas de 10%. Esse resultado também foi encontrado por Pedrosa et al (2007) para estudantes na Unicamp.…”

Section: Resultados Afpqof_rf †íL=alp=bpqra^kqbp=mlo=s^ofžsbfp=ab=fkqunclassified

“…Esta análise revela um importante mecanismo de transmissão inter generacional de oportunidades precárias. Em um estudo sobre a Unicamp, Pedrosa et al (2007) utilizam: (1) variáveis de nível socioeconômico do domicílio do aluno, incluindo renda, bens no domicílio, características dos pais e um índice composto do nível socioeconômico-educacional do domicílio; e (2) atributos do estudante, tais como estado conjugal, se ele havia frequentado escolas públicas ou privadas no Ensino Médio, hábitos de leitura e conhecimento de língua estrangeira.…”

Section: Metodologiaunclassified

“…O intuito desta política é de promover inclusão social, selecionando estudantes que estarão em plenas condições de cursar uma graduação que exige altas capacidades cognitivas (TESSLER, 2008, p. 72). Ainda assim, um dos possíveis pontos negativos das políticas afirmativas de inclusão social, via bônus, seria advindo do receio de que os alunos bonistas não apresentassem o mesmo potencial de desempenho na universidade, em relação aos não bonistas, prejudicando assim seu desenvolvimento educacional (PEDROSA et al, 2007). Para não comprometer a excelência do ensino da instituição, os alunos ingressantes com a política do bônus deveriam ter um desempenho na trajetória acadêmica similar aos que ingressaram sem esse adicional depois de um curto período adaptativo.…”

Section: Introductionunclassified

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An assessment of the Federal University of Minas Gerais's socioracial bonus on student academic performance

Golgher¹,

Amaral²,

Neves³

2018

Preprint

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The objective of this article is to assess whether academic performance at the Federal University of Minas Gerais (Universidade Federal de Minas Gerais-UFMG) varies depending on whether students received socioracial bonuses on the institution's entrance exam. The study analyzes the impact of different categories of this social inclusion policy. The database contains socioeconomic and academic performance information for students in their 1 The results suggest that RSG results for students who received and did not receive the bonus are similar, controlling for social, demographic and economic variables. This study suggests that UFMG's socioracial bonus policy had the desired effect of including less-favored groups at the university without diminishing educational quality.

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Section: Resultados Afpqof_rf †íL=alp=bpqra^kqbp=mlo=s^ofžsbfp=ab=fkqunclassified

Section: Metodologiaunclassified

Section: Introductionunclassified

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An assessment of the Federal University of Minas Gerais's socioracial bonus on student academic performance

Golgher¹,

Amaral²,

Neves³

2018

Preprint

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“…Engineering requires a strong mathematical background and the afaY students have a weaker background than the others, however the background of afaN students in this university are not strong, nevertheless stronger than afaY students. Pedrosa et al (2007) shows a study made at the University of Campinas (Unicamp) The main result is that students coming from disavantaged backgrounds, in both educational and socioeconomics aspects, have a higher relative performance than than their complementary group. They show a quality which they called educational resilience in higher education which is somewhat comparable to the comments made in the last paragraph concerning the law school students.…”

Section: Law Schoolmentioning

confidence: 99%

The Performance of Affirmative Action Students and Analysis of Subjects Grades Using Latent Class and Latent Budget Models

Jelihovschi

2018

Rev. Bras. Biom.

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Latent class analysis (LCA) is used to analyse data about performance of students. The original performance variables in the data set are course grade and approval status. However, those variables were not used directly, instead four new variables were calculated from those previous two, variables which are much more informative about the student performance. Coupled with another variable, say afirmative action, the results give light to an understanding about the performance of the divided by afirmative action, yes or no. Besides of showing the results it is also shown how the changing of the original variables by some suitable transformation of the original ones gives more reliable results. The main result is that armative action students have a lower performance than those coming from private schools. The paper also analyses the subjects grades using latent budget analysis (LBA), and it is found that the variables cited above have a real effect in characterizing the subjects. It is also shown that those results can be used in a process of evaluation on how the subject is being taught.

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“…En contraste, se hallaron 10 investigaciones que estudian otras variables asociadas al rendimiento. Por ejemplo, antecedentes familiares, socioeconómicos y educativos (Cortés y Palomar, 2008;García-Castro y Bartolucci, 2007;Guimãraes y Sampaio, 2013;Montano et al, 2011;Montero et al, 2007;Pedrosa, Dachs, Maia, Andrade y Carvalho, 2007) factores psicológicos tales como la motivación, el estrés y la salud mental (Easley, Bianco, y Leech, 2012;Feldman et al, 2008;Soler y Chirolde, 2010) y variables institucionales y pedagógicas (Lara, Aguiar, Cerpa y Nuñez, 2009;Montero et al, 2007).…”

Section: Lc Y Rendimiento Académico: Investigaciones En El Contexto Lunclassified

Locus de control y rendimiento académico en educación universitaria: Una revisión bibliográfica

Pernía¹,

Morgado

2015

Rev. Electr. Educare

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Resumen. El propósito de este artículo es ofrecer una revisión bibliográfica sobre la relación entre locus de control (LC) y rendimiento académico en el estudiantado universitario. Los repositorios en línea constituyen la principal fuente de información. Los hallazgos más importantes muestran que: (a) el constructo LC ha evolucionado de ser una variable dicotómica a multidimensional, (b) existen muy pocas investigaciones recientes en el ámbito internacional, en tanto que ninguna para Latinoamérica, (c) son escasas las investigaciones interdisciplinarias y se nota la ausencia de la tradición cualitativa, (d) sea de manera indirecta o directa, la mayoría de las investigaciones muestran una relación entre el LC y el rendimiento académico en educación universitaria. Estos resultados evidencian la necesidad de abordar la temática en Latinoamérica. Se sugiere llevar a cabo estudios interdisciplinarios, cualitativos y cuantitativos longitudinales, que incluyan variables sujetas al control de instituciones y docentes, cuyos resultados permitan diseñar intervenciones en pro de la mejora de la calidad de la educación.Palabras claves. Locus de control, rendimiento académico, estudiantes universitarios 1 Magister en Lingüística Aplicada de la Universidad Simón Bolívar (USB), Caracas-Venezuela; estudiante del Doctorado en Ciencias Sociales y Humanidades de la USB. Profesor de Inglés y Lingüística Aplicada en la Escuela de Ciencias del Lenguaje de la Universidad del Valle, Cali, Colombia. Áreas de investigación: metodología de la enseñanza de lenguas extranjeras, diferencias individuales en el aprendizaje, cognición y aprendizaje.

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Academic Performance, Students' Background and Affirmative Action at a Brazilian University

Cited by 36 publications

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An assessment of the Federal University of Minas Gerais's socioracial bonus on student academic performance

An assessment of the Federal University of Minas Gerais's socioracial bonus on student academic performance

The Performance of Affirmative Action Students and Analysis of Subjects Grades Using Latent Class and Latent Budget Models

Locus de control y rendimiento académico en educación universitaria: Una revisión bibliográfica

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