Configuración y reconfiguración de las expectativas educativas después de la educación obligatoria: un análisis longitudinal

Authors

https://doi.org/10.17583/rise.2019.4479

Abstract

El artículo analiza la configuración y reconfiguración de las expectativas educativas de los jóvenes a los 15 años. Los antecedentes se basan en las aportaciones culturalistas de Bourdieu y la separación entre efectos primarios y secundarios de Boudon. Se aporta literatura sobre la configuración de las expectativas, y concretamente aquella que cuestiona la relación entre los logros académicos y las expectativas. Para responder al objetivo de analizar las expectativas que se van configurando año tras año entre los jóvenes que transitan de la educación obligatoria a la postobligatoria se analizan variables como las notas obtenidas, las aspiraciones laborales, y variables ligadas al origen social  y al sexo. Se utilizan datos obtenidos de una encuesta propia tipo panel de tres años a 2056 estudiantes del último año de la obligatoria, y dos años posteriores. Se realizan análisis descriptivos y regresiones logísticas binarias en cada una de las olas incluyendo las variables mencionadas. Los resultados afirman que las notas obtenidas, expectativas y elecciones anteriores tienen incidencia en la configuración y reconfiguración de expectativas. Por último, se constata como el nivel formativo familiar, las aspiraciones laborales y el sexo también inciden la configuración de las expectativas, confirmando el mantenimiento de desigualdades educativas.

 

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Author Biography

Marina Elias, Barcelona University

Department of sociology

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Published

2019-10-25

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Elias, M., & Daza, L. (2019). Configuración y reconfiguración de las expectativas educativas después de la educación obligatoria: un análisis longitudinal. International Journal of Sociology of Education, 8(3), 206–235. https://doi.org/10.17583/rise.2019.4479

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