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The Polarisation of Educational Outcomes in Spain

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2018
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Con un 41%, España tiene una de las tasas más altas de graduación universitaria, entre las personas de 30 a 34 años, en Europa. Al mismo tiempo, el 24% de los estudiantes españoles abandona la educación sin terminar la segunda etapa, teniendo uno de los niveles más altos de fracasos académicos en Europa. Superficialmente al menos, esta yuxtaposición sugiere que el sistema educativo español está fallando y está teniendo éxito al mismo tiempo. El objetivo de esta tesis doctoral es examinar estos resultados polarizados con referencia específica a la estructura de tres pilares de la educación no universitaria, es decir, las escuelas públicas, concertadas y privadas y discernir el peso de la influencia de esta estructura en los resultados educativos. Con elementos tanto cuantitativos como cualitativos, este estudio analiza el perfil de los graduados universitarios e intenta determinar hasta qué punto el tipo de escuela al que asistieron influyó en su trayectoria y por extensión, en resultados tan polarizados. Según este análisis, la estructura de la educación en España, tal como se ha desarrollado en circunstancias socio históricas únicas, refleja un modelo neoliberal y por lo tanto amplifica los resultados observados bajo tal sistema, específicamente la desigualdad y la reproducción social, que resultan del desfavorecimiento social que se muestra a las clases trabajadoras y se ejemplifican en la polarización de los resultados educativos. Los datos y, de hecho, el análisis sobre este tema en general, están limitados, por lo que esta tesis se enmarca en otras estructuras escolares a nivel internacional para comprender por qué los resultados españoles están mucho más polarizados que en otros países, considerando temas como clase socioeconómica, elección de escuela, desigualdad y capital cultural.
At Forty-one percent, Spain has one of the highest rates of third level graduation among 30 to 34 year olds in Europe. At the same time, twenty-four percent of Spanish students drop out of secondary school without finishing, one of the highest levels of academic failure in Europe. Superficially at least, this juxtaposition would suggest that the Spanish education system is both failing and high achieving at the same time. The objective of this PhD thesis is to examine these polarized outcomes with specific reference to the three-pillar structure of non-university education, namely, Public, Concertado and Private schools, and discern the weight of influence this structure is having on educational outcomes. With both quantitative and qualitative elements, this study analyzes the profile of university graduates and attempts to determine to what extent the type of school they attended influenced their trajectory and by extension such polarized outcomes. It is the contention of this analysis that the structure of education in Spain, as it has developed in unique socio-historical circumstances, reflects a neoliberal capitalist model of sorts, and so amplifies the outcomes seen under such a system, specifically, inequality and social reproduction, which result from disfavour shown to the working classes and are exemplified in the polarisation of educational outcomes. The data, and indeed analysis, around this topic are limited and so this thesis is framed against other school structures internationally in an attempt to understand why Spanish outcomes are so much more polarised than they are in other countries, considering such topics as class, school choice, inequality and cultural capital.
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