Incluindo quem? Um exame de indicadores socioeconômicos do Programa de Inclusão Social da USP

Piotto, Débora Cristina; Nogueira, Maria Alice

doi:10.1590/s1517-9702201609134896

Cited by 10 publications

(6 citation statements)

References 5 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Concerning the equalization of opportunities, many studies described the effects of affirmative action policies on the heterogeneity of the student body. Piotto and Nogueira (2016) studied the effects of a bonus policy created in 2006 at the State University of São Paulo (USP). They observed that the proportion of students from secondary public schools and low-income families attending the university increased.…”

Section: Literature Reviewmentioning

confidence: 99%

Comparisons of Counterfactual Affirmative Action Policies at the Federal University of Minas Gerais

Golgher

2021

Rev. bras. Ci. Soc.

View full text Add to dashboard Cite

Tertiary education attendance in Brazil varies remarkably among different population groups. In order to decrease inequalities and increase the proportion of minorities in public universities, many institutions of higher education in Brazil have implemented affirmative action policies since the 2000s. The main objective of this paper was to analyze different counterfactual affirmative action policies at the Federal University of Minas Gerais (UFMG) based on simulations, measuring the proportion of minorities and the level of academic performance at this institution under each scenario. The current quota policy of 50% for students from public secondary schools, divided between four main groups (non-poor/non-minority; poor/non-minority; non-poor/minority; poor/minority), was shown to be well-designed to promote higher proportions of minorities among the student body. However, if academic performance is also taken into account, the best options would be either a quota policy of 50% divided between poor and non-poor students or a bonus policy based on a linear function of course competitiveness with an average bonus of 6%.

show abstract

Section: Literature Reviewmentioning

confidence: 99%

Comparisons of Counterfactual Affirmative Action Policies at the Federal University of Minas Gerais

Golgher

2021

Rev. bras. Ci. Soc.

View full text Add to dashboard Cite

show abstract

“…The interest in the education success of any individual has a great relevance and is related to broader ethical and social issues (Piotto, 2010;Piotto & Nogueira, 2016;Sánchez Pato et al, 2018;Soares, Correia, & Melo, 2016). A better knowledge on the barriers and facilitators related to dual career context allows to offer more efficient support for the student-athletes on balancing and organizing theirs school and sport routines (Álvarez-Pérez & Lópes-Aguilar, 2018;Guirola Gómez, Torregrosa, Ramis, & Jaenes, 2018;Mateu et al, 2020;Torregrosa et al, 2016).…”

Section: Introductionmentioning

confidence: 99%

“…Within this scenario, students who have more econo mic resources to invest in education commonly attend to private schools (Calçade, 2018), especially with the goal to be well prepared to take a place in a public university (Piotto, 2010;Piotto & Nogueira, 2016). As a contradiction, students with fewer economic resources that attend to public schools (basic degree) are the minority in public universities (Vitelli, Fritsch, & Silva, 2019).…”

Section: Introductionmentioning

confidence: 99%

“…In other words, despite some exceptions, those socioeconomic privileged students access better educational institutions, both on basic and higher education degrees. Because of this, public policies of social inclusion that offer support for poorest students and those from public schools (as scholarships or places at the public university) are extremely necessary as a way to offer a more equal system of academic opportunities in Brazil (Piotto & Nogueira, 2016;Saccaro, França, & Jacinto, 2019).…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Dual career in Brazil: analysis on men elite futsal players’ academic degree (Carrera dual en Brasil: análisis sobre el nivel académico de los jugadores de futsal de élite)

2021

CCD

View full text Add to dashboard Cite

Developing an elite sport career requires efforts, being a challenge combining it with education in a context of dual career. Considering the futsal’s high social relevance in Brazil, this study aimed to analyse the academic degree of men elite futsal players in São Paulo state. Data collection occurred based on a questionnaire application to 145 Brazilian men elite futsal players, related to their own and their parents’ academic degree, and information on types of school/universities they attended. Statistical analysis was based on Chi-square, Cramer’s V and Spearman correlation tests. Discussion was based on categories from Pierre Bourdieu’s Reflexive Sociology, with emphasis on familial cultural inheritance. Main results are: most of participants were not harmed on dual career; players that earned sport scholarships completed the basic education degrees; there was not influence from parents’ institutionalized cultural capital on players’ academic career. Concluding, majority of the participants presented better academic degree than the correspondent Brazilian stratified population. The investment on sport career seems facilitated this process, especially through sport scholarships. === Desarrollar una carrera deportiva de élite requiere esfuerzos, siendo un desafío combinarla con la educación en un contexto de carrera dual. Considerando la alta relevancia social del futsal en Brasil, este estudio tuvo como objetivo analizar el nivel académico de los jugadores hombres de futsal de élite en el estado de São Paulo. La recopilación de datos se basó en la aplicación de un cuestionario a 145 jugadores brasileños de futsal de élite, relacionado con el nivel académico de ellos y sus padres y madres, e información sobre los tipos de escuelas/universidades a las que asistieron. El análisis estadístico se basó en los testes Chi-cuadrado, V de Cramer y Correlación de Spearman. La discusión se basó en categorías de la Sociología Reflexiva de Pierre Bourdieu, con énfasis en la herencia cultural familiar. Los principales resultados son: la mayoría de los participantes no sufrieron daños en la carrera dual; los jugadores que obtuvieron becas deportivas completaron los títulos de educación básica; no hubo influencia del capital cultural institucionalizado de los padres en la carrera escolar de los jugadores. En conclusión, la mayoría de los participantes presentó mejor nivel académico que la correspondiente población estratificada brasileña. La inversión en carrera deportiva parece facilitar este proceso, especialmente a través de becas deportivas

show abstract

“…According to them, this might have mitigated the effect of INCLUSP. Using their main results and expanding the analysis, Piotto and Nogueira (2016) show that although more students from public schools got into USP after the AA, INCLUSP was not capable of eliminating significant barriers to the university access. Besides, Daflon, Junior and Campos (2013) suggest that, in general, bonus-based programs are less efficient in promoting access than regular quotas, and that USP would be one example of that.…”

Section: Introductionmentioning

confidence: 99%

The impact of INCLUSP on university access

Pereira¹

View full text Add to dashboard Cite

University of São Paulo (USP) implemented its first affirmative action policy (AA) for university access in 2007. However, little is known about the effects on the student body, as well as the efficacy of bonus-based AAs in general. This masters thesis carried out a detailed evaluation of this bonus-based program, INCLUSP, using a differences-indifferences approach. We measured the effect of the program on the probability of eligible applicants entering the university and analyzed the profile of students before and after the AA. Thus, we expect to both contribute to the academic literature and the public policy debate at USP and other selective universities. We find that the admission probability of eligible applicants significantly increased after the implementation of the AA and that the policy also seems to be redistributive regarding socioeconomic characteristics of the admitted students.

show abstract

Incluindo quem? Um exame de indicadores socioeconômicos do Programa de Inclusão Social da USP

Cited by 10 publications

References 5 publications

Comparisons of Counterfactual Affirmative Action Policies at the Federal University of Minas Gerais

Comparisons of Counterfactual Affirmative Action Policies at the Federal University of Minas Gerais

Dual career in Brazil: analysis on men elite futsal players’ academic degree (Carrera dual en Brasil: análisis sobre el nivel académico de los jugadores de futsal de élite)

The impact of INCLUSP on university access

Contact Info

Product

Resources

About