Social conditions and school performance. Exploring the differences in the lower-income strata

  • Daniel Pedro Míguez Instituto de Geografía, Historia y Ciencias Sociales Consejo Nacional de Investigaciones Científicas y Técnicas Universidad Nacional del Centro de la Provincia de Buenos Aires https://orcid.org/0000-0001-7366-0219

DOI:

https://doi.org/10.19137/https://dx.doi.org/10.19137/praxiseducativa-2021-250202

Keywords:

educational Equity, school achievement, social strata, peers, inequality.

Abstract

This article compares the school performance of low-income students who attend schools where they represent small minorities with the average performance of students from the same social sector. To do this, it uses data from the Argentine chapter of the PISA 2018 bases. Based on them, it analyzes the performance of students by economic, social and cultural level, first comparing all students and then only those who attend schools where low-income students are small minorities. The results show that this group of students achieves higher than average performances. Although the study does not reach definitive conclusions, it suggests that the cultural and educational resources available to these students, plus the social composition and institutional characteristics of the schools they attend, could explain the higher levels of achievement.

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Author Biography

Daniel Pedro Míguez, Instituto de Geografía, Historia y Ciencias Sociales Consejo Nacional de Investigaciones Científicas y Técnicas Universidad Nacional del Centro de la Provincia de Buenos Aires

Investigador Principal y Profesor Titular Ordinario

Instituto de Geografía, Historia y Ciencias Sociales / Facultad de Ciencias Humanas

Consejo Nacional de Investigaciones Científicas y Técnicas

Universidad Nacional del Centro de la Provincia de Buenos Aires

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Published

2021-05-09

How to Cite

Míguez, D. P. (2021). Social conditions and school performance. Exploring the differences in the lower-income strata. Praxis Educativa, 25(2), 1–20. https://doi.org/10.19137/https://dx.doi.org/10.19137/praxiseducativa-2021-250202

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