Are There Performance Differentials Between Quota and Non-quota Brazilian Students?

Pelegrini, Tatiane; Braga, Paola Liziane Silva; Frio, Gustavo Saraiva; França, Marco Túlio Aniceto

doi:10.1007/s41996-021-00080-7

Cited by 4 publications

(3 citation statements)

References 31 publications

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“…In 2012, the Brazilian government initiated the quota law requesting all public universities to allocate 50% of the admission vacancies to public high school graduates based on the criteria such as race and income. Although time has not quelled controversy over this policy ( Turgeon and Habel, 2021 ), extant research suggests no significant difference in academic performance between quota and non-quota students, indicating that this policy is worthy of recognition ( Vidigal, 2018 ; Pelegrini et al, 2022 ). In the United States, both SAT and ACT examination has undergone significant changes to boost enrollment of lower socioeconomic and racial/ethnic groups ( Hurwitz et al, 2017 ).…”

Section: Discussionmentioning

confidence: 99%

Intergenerational Educational Inequality and Its Transmission in China’s Elite Universities

Wei

Han

et al. 2022

Front. Psychol.

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China is experiencing high social inequality accompanying influential education reforms. The Independent Freshmen Admission (IFA) policy was one of the multiple strategies in higher education reforms in China against the social context of high social inequality and the expansion of higher education. By comparing students admitted through IFA with those admitted by the National College Entrance Examination (NCEE), we examined how family advantages contributed to higher education inequality in terms of educational opportunity, process, and results. Using data from an elite university in Beijing, we found that: (1) Family advantages improved a student’s likelihood of being admitted through IFA, exhibiting opportunity inequality. (2) No significant difference in academic grades existed between the students admitted through IFA and NCEE. In comprehensive quality, however, those recruited through IFA performed significantly better than those admitted through NCEE. (3) Family social capital not only increased the likelihood of students being admitted through IFA but also, through direct and indirect effects, increased their comprehensive quality performance in terms of receiving student association and social practice awards.

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Section: Discussionmentioning

confidence: 99%

Intergenerational Educational Inequality and Its Transmission in China’s Elite Universities

Wei

Han

et al. 2022

Front. Psychol.

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“…In addition, racial quotas did not reduce the pre-university effort of either applicants or students. This study is complemented by Pelegrini et al (2022), who find indirect evidence of a higher effort by targeted students in a sample of 130,728 students. This indirect evidence is based on documentation that differences between quota and nonquota students diminish as students approach graduation.…”

Section: Effort and Labor Market Outcomesmentioning

confidence: 90%

Racial and income‐based affirmative action in higher education admissions: Lessons from the Brazilian experience

Zeidan

Almeida

Bó

et al. 2023

Journal of Economic Surveys

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This survey article provides insights regarding the future of affirmative action by analyzing the implementation methods and the empirical evidence on the use of placement quotas in the Brazilian higher education system. All federal universities have required income and racial‐based quotas in Brazil since 2012. Affirmative action in federal universities is uniformly applied across the country, which makes evaluating its effects particularly valuable. Affirmative action improves the outcomes of targeted students. Specifically, race‐based quotas raise the share of Black students in federal universities, an effect not observed with income‐based quotas alone. Affirmative action has downstream positive consequences for labor market outcomes. The results suggest that income and race‐based quotas beneficiaries experience substantial long‐term welfare benefits. There is no evidence of mismatching or negative consequences for targeted students' peers.

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“…Nearly 20 years after their initial implementation, racial quotas have significantly increased the numbers of black students at the IFES (Senkevics and Mello 2022). In addition, few significant racial performance gaps have been identified, and then only in close correlation with socioeconomic factors (Pelegrini et al 2022;dos Santos et al 2022). In fact, university racial quotas have recently been expanded to graduate programs (Venturini 2017), made mandatory in the selection of civil servants when three or more positions are available (Oliveira and Targino 2017;de Faria 2016), and, in 2020, were likewise made mandatory for political party electoral lists (GEMAA 2020).…”

Section: From Self-identification To Verification Commissions: Redefi...mentioning

confidence: 99%

Seeing Race Like a State: Higher Education Affirmative Action Verification Commissions in Brazil

Silva¹,

Daflon²,

Giraut³

2023

Lat Am Polit Soc

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A growing body of literature has focused on how different states continuously “make race” by legitimizing certain racial categories while invisibilizing others. Much less has been written on the actual processes of transforming race into a bureaucratic category when implementing antiracist public policies. This article focuses on the recent use of verification commissions to validate the racial self-identification of potential beneficiaries of racial quotas at federal higher education institutions in Brazil. We argue that through their choices, particularly through their definition of what race is, of who can see race, and of how to see race, these commissions are transforming not only understandings about affirmative action’s aims but also understandings of race. The study focuses on three potential consequences of commission practices for Brazilian racial boundaries: the disciplining of racial identifications, the decontextualization of race, and the individualization of racial injustice.

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Are There Performance Differentials Between Quota and Non-quota Brazilian Students?

Cited by 4 publications

References 31 publications

Intergenerational Educational Inequality and Its Transmission in China’s Elite Universities

Intergenerational Educational Inequality and Its Transmission in China’s Elite Universities

Racial and income‐based affirmative action in higher education admissions: Lessons from the Brazilian experience

Seeing Race Like a State: Higher Education Affirmative Action Verification Commissions in Brazil

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