Compensation for poor performance through social background in tertiary education choices

Gomà, Helena Troiano i; Vilà, Dani Torrents; Daza, Lidia

doi:10.1080/03075079.2019.1666262

Cited by 13 publications

(12 citation statements)

References 34 publications

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“…Estos hallazgos están en línea con la literatura que estudia el proceso de desigualdad social por efecto de la estratificación del acceso a la educación superior (Lucas, 2017;Trow, 2006;Troiano et al, 2019). En particular, este resultado se corresponde con el estudio realizado por la OECD (2019) que encuentra que los estudiantes de nivel superior cuyos progenitores tienen bajo nivel educativo están sobrerrepresentados en los programas vocacionales.…”

Section: Resultados Y Discusiónunclassified

“…El punto de partida, empero, difiere según el sector de origen. En la investigación empírica, lo que se ha observado es que los estudiantes de nivel socioeconómico bajo, aun cuando hayan obtenido buenas calificaciones en la escuela secundaria, suelen preferir inscribirse en programas educativos e instituciones menos exigentes y riesgosos, que garantizan retornos ocupacionales semejantes a los de sus progenitores (Troiano et al, 2019).…”

Section: Persistencia De La Desigualdad Social En El Acceso a La Educación Superiorunclassified

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Inequality Gaps in the Access to Higher Education in Argentina

Adrogué

Fanelli

2021

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En un contexto de mecanismos de admisión poco selectivos y gratuidad de los estudios en el sector público, la demanda social por estudios de educación superior creció fuertemente en Argentina. Este artículo analiza si el acceso a la educación superior argentina presenta patrones de desigualdad social. Para ello se estudia si la probabilidad de acceso a la educación superior que tiene cada egresado del nivel secundario difiere según su posición en la estratificación económica, el nivel educativo del hogar y el género. Tras estimar un modelo de regresión logística se encontró que las chances de acceso a la educación superior son menores para los jóvenes de nivel socioeconómico bajo y primera generación con educación universitaria. La juventud que habita hogares de menor ingreso económico y capital cultural tiene además mayor probabilidad de estudiar carreras terciarias que universitarias y de asistir a una institución pública que privada.

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Section: Resultados Y Discusiónunclassified

Section: Persistencia De La Desigualdad Social En El Acceso a La Educación Superiorunclassified

Inequality Gaps in the Access to Higher Education in Argentina

Adrogué

Fanelli

2021

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“…validated because the students with a low social background and low achievement in homogenous groups are more likely to choose the vocational track in all the interactions (26%), which would intervene in the problem of equity in the expectations of students in homogenous groups with low achievement. This phenomenon is also seen with students with families with a secondary educational level (20%), but hardly intervenes with students with families with a higher education, among whom the propensity for the academic track is so strong that it affects a high proportion of students with low achievement, as a clear example of secondary effects [33]. Regarding heterogenous groups, although they show less social bias in terms of choosing the vocational training, they are more likely to produce students who choose the academic track, even among those with lower achievement, from which a peer effect can be deduced rather than those with a higher achievement tending to choose baccalaureate.…”

Section: Social Background Achievement Ability Grouping and Educational Outcomes (H2 And H3)mentioning

confidence: 99%

Comprehensive School and Vocational Training in Spain. A Longitudinal Approach from the Transition from Lower to Upper Secondary Education

2021

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Fitting vocational training into the Spanish education system has been challenging and problematic because two objectives are trying to be fulfilled; the first to supply skills for the productive system and the second to be an alternative option for the young people who do not follow the academic track. Moreover, the political vicissitudes of recent decades have added to the difficulties involved in balancing these requirements. In Spain, both the economic agents and the education system itself with its academic inertia have relegated vocational training to a subordinate position, able to attract mainly young people with lower academic achievement and largely rejected by families with a higher educational level. The assumption was that the introduction of a comprehensive secondary education in the 1990s would provide parity between the academic and the vocational tracks. However, the comprehensive nature of this system was not fully applied, with students in many schools separated by ability levels, and in fact having little impact on the social bias of the students choosing vocational training. The empirical contribution of this study is based on a survey carried out among 2056 students from Barcelona in their last year of compulsory secondary education in 2013–14 and who continued in full-time education, be it baccalaureate or vocational training. The main result shows that comprehensive education improves school success and decreases the vocational orientation of students from low social backgrounds.

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“…Aunque, según la literatura, existe una interacción entre estos dos mecanismos, ya que se ha comprobado que jóvenes con notas bajas pero con familias de clase media tienden más a escoger estudios académicos y jóvenes con notas altas pero con familias de clase baja tienden a escoger menos los estudios académicos que sus coetáneos de clase media. El primer fenómeno es conocido como efecto compensación, y el segundo como efecto de información incompleta (Troiano et al, 2019;Bernardi y Cebolla, 2014).…”

Section: Objetivos Y Marco Teóricounclassified

“…Es decir, tener buenos resultados en la prueba de competencias aumenta la probabilidad de ir al Bachillerato, también para los estudiantes con familias de bajo nivel educativo. Con los datos obtenidos, no se ha confirmado la hipótesis del efecto compensación, que sí funciona en niveles educativos superiores (Troiano et al, 2019).…”

Section: Conclusionesunclassified

Efectos secundarios y motivaciones de las personas jóvenes para escoger Formación Profesional

2020

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Secondary effects and motivation of young people to choose vocational trainingThis article analyses young people's expectations in their last year of compulsory education regarding which path to choose after completing compulsory education, particularly between academic and professional tracks. Secondly, it analyses the motivations of young people who have chosen the vocational training option. The theoretical framework is grounded in Boudon's theory of secondary effects and identification with the school institution. Bivariate and multivariate techniques are used to analyse data from a longitudinal study that began in the academic year 2013-2014 with a sample of 2,056 young people. The main results are that the family's educational level, but especially grades influence the expectation of going to high school or doing vocational training. The majority of young people who choose vocational training have high expressive and instrumental motivations and generally exhibit a large degree of autonomy in their vocational choices.

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Compensation for poor performance through social background in tertiary education choices

Cited by 13 publications

References 34 publications

Inequality Gaps in the Access to Higher Education in Argentina

Inequality Gaps in the Access to Higher Education in Argentina

Comprehensive School and Vocational Training in Spain. A Longitudinal Approach from the Transition from Lower to Upper Secondary Education

Efectos secundarios y motivaciones de las personas jóvenes para escoger Formación Profesional

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