Publication: Efectos primarios y secundarios en la expectativa de matriculación universitaria: la desigualdad como reto del siglo XX
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2019
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Fundación iS+D para la Investigación Social avanzada
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Abstract
España ha experimentado en las últimas décadas del siglo XX y el principio del siglo XXI un fuerte crecimiento en la matriculación universitaria que no ha sido acompañado de una equivalente reducción de la desigualdad de oportunidades educativas. Aplicando la distinción entre efectos primarios (rendimiento académico) y efectos secundarios (toma de decisión) del origen social a la expectativa de matriculación universitaria manifestada en las pruebas PISA 2015, se ha podido comprobar cómo la mitad de las desigualdades ante la educación derivan no del rendimiento que una cierta persona alcanza, sino de la forma en que se enfrenta al proceso de toma de decisiones educativas. Este resultado es fundamental en tanto que gran parte de la política educativa española se ha concentrado en la recuperación académica y no ha tenido en cuenta las desigualdades que pudiesen producirse en la toma de decisión una vez alcanzado un cierto rendimiento.
Spain has undergone during the last decades of the XX century and the beginning of the XXI a strong increase in university enrollment that has not been followed by an equivalent reduction in the inequality of educational opportunities. Applying the distinction between primary effects (educational performance) and secondary effects (decision-making process) of social origin to the expectation of university enrollment manifested at PISA 2015, it has been proved that half of the inequalities observed stem not from prior academic performance but from the way in which a certain person faces the educational decision-making process. This result is crucial since a major part of the educational policy implemented in Spain has been directed to underperformance, not considering inequalities produced through the decision-making process once having reached a certain performance.
Spain has undergone during the last decades of the XX century and the beginning of the XXI a strong increase in university enrollment that has not been followed by an equivalent reduction in the inequality of educational opportunities. Applying the distinction between primary effects (educational performance) and secondary effects (decision-making process) of social origin to the expectation of university enrollment manifested at PISA 2015, it has been proved that half of the inequalities observed stem not from prior academic performance but from the way in which a certain person faces the educational decision-making process. This result is crucial since a major part of the educational policy implemented in Spain has been directed to underperformance, not considering inequalities produced through the decision-making process once having reached a certain performance.