Educational pathways of young men and women. A sequence analysis approach
Abstract
This article defines a typology of youth educational trajectories to ascertain which factors determine the educational pathways and the extent of significant gender inequalities. With the Survey of Youth of Catalonia 2012 data, and using sequence and cluster analyses, we find three distinct categories («willful», «successful» and «deserter») which determine the shape and the role of socio-demographic factors. The reductive effect of being a woman on the probability to belong on a trajectory with a high level of early school dropout occurs to a greater extent in the native population, while the effect of gender in immigrants is lower. Women are positively influenced more than men by higher educational levels of their parents. We find a high level of parental support is the greatest guarantor of continuity in studies of young people than the support given by teachers or tutors.Keywords
Educational trajectories, youth, gender, sequence analysis, cluster analysisReferences
Aassve, A.; Billari, F.C. y Piccarreta, R. (2007). «Strings of adulthood: A sequence analysis of young British women’s work-family trajectories». European Journal of Population / Revue européenne de Démographie, 23 (3-4), 369-388. http://dx.doi.org/10.1007/s10680-007-9134-6
Abbott, A. y Tsay, A. (2000). «Sequence Analysis and Optimal Matching Methods in Sociology». Sociological Methods & Research, 29, 3-33. http://dx.doi.org/10.1177/0049124100029001001
Billari, F.C. (2001). «Sequence Analysis in Demographic Research and Applications». Canadian Studies in Population, 28, 439-58.
Bozick, R. y DeLuca, S. (2005). «Better late than never?: Delayed enrollment in the high school to college transition». Social Forces, 84 (1), 527-550. http://dx.doi.org/10.1353/sof.2005.0089
Buchmann, C.; Diprete, Th.A. y Mcda niel, A. (2008). «Gender Inequalities in Education». Annual Review of Sociology, 34, 319-337. http://dx.doi.org/10.1146/annurev.soc.34.040507.134719
Calero, J. y Choi, A. (2009). «Determinantes del rendimiento educativo del alumnado de origen nacional e inmigrante en PISA-2006». Cuadernos Económicos del ICE, 78, 281-310.
Calero, J. y Waisgrais, S. (2008). «¿Qué determina el rendimiento de los alumnos inmigrantes?: Una primera aproximación a partir de PISA-06». Investigaciones de Economía de la Educación, 3, 499-508.
Cooley, S. (1995). Suspension/Expulsion of Regular and Special Education Students in Kansas: A Report to the Kansas State Board of Education. Topeka: Kansas State Board of Education.
Davis-Kean, P.E. (2005). «The influence of parent education and family income on child achievement: The indirect role of parental expectations and the home environment». Journal of Family Psychology, 19 (2), 294. http://dx.doi.org/10.1037/0893-3200.19.2.294
DesJardins, S.L.; Ahlburg, D.A. y McCall, B.P. (2006). «The effects of interrupted enrollment on graduation from college: Racial, income, and ability differences». Economics of Education Review, 25 (6), 575-590. http://dx.doi.org/10.1016/j.econedurev.2005.06.002
DiPrete, T.A. y Buchmann, C. (2013). The rise of women: The growing gender gap in education and what it means for American schools. Nueva York: Russell Sage Foundation.
Duckworth, A.L. y Seligman, Martin E.P. (2006). «Self-discipline gives girls the edge: Gender in self-discipline, grades, and achievement test scores». Journal of Educational Psychology, 98 (1), 198-208. http://dx.doi.org/10.1037/0022-0663.98.1.198
Entwisle, D.R.; Alexander, K.L. y Olson, L.S. (2007). «Early Schooling: The Handicap of Being Poor and Male». Sociology of Education, 80, 114-138. http://dx.doi.org/10.1177/003804070708000202
Escandell, X.; Mari-Klose, P. y Mari-Klose, M. (2015). «Gender Gaps in Educational Outcomes Among Children of New Migrants: The Role of Social Integration from a Comparative Perspective». Sociology Compass, 9 (12), 1036-1048. http://dx.doi.org/10.1111/soc4.12328
Eurostat. Glossary: Early leavers from education and training. http://ec.europa.eu/eurostat/statistics-explained/index.php/Glossary:Early_leaver_from_education_and_training
Farkas, G.; Grobe, R.; Sheehan, D. y Shuan, Y. (1990). «Cultural Resources and School Success: Gender, Ethnicity, and Poverty Groups within an Urban School District». American Sociological Review, 55, 127-142. http://dx.doi.org/10.2307/2095708
Featherman, D.L. y Carter, T.M. (1976). «Discontinuities in schooling and the socioeconomic life cycle». En: Sewell, W.H.; Hauser, R.M. y Featherman, D.L. (eds.). Schooling and achievement in American society. Nueva York: Academic Press, 133-160.
Feliciano, C. y Rumbaut, R.G. (2005). «Gendered paths: Educational and occupational expectations and outcomes among adult children of immigrants». Ethnic and Racial Studies, 28 (6), 1087-1118. http://dx.doi.org/10.1080/01419870500224406
Fernández Enguita, M.; Mena Martínez, L. y Riviere Gómez, J. (2010). Fracaso y abandono escolar en España. Barcelona: Fundación “La Caixa”.
Freeman, C.E. (2004). Trends in Educational Equity for Girls and Women. Washington, DC: Natl. Cent. Educ. Stat. Gabad inho, A.; Ritschard, G.; Müller, N.S. y Studer, M. (2011). «Analyzing and Visualizing State Sequences in R with TraMineR». Journal of Statistical Software, 40 (4), 1-37.
Gabad inho, A.; Ritschard, G.; Studer, M. y Müller, N.S. (2009). «Mining Sequence Data in R with the TraMineR package: A User’s Guide». Department of Econometrics and Laboratory of Demography. Ginebra: University of Geneva.
Gregory, J.F. (1996). «The crime of punishment: Racial and gender disparities in the use of corporal punishment in the U.S. Public Schools». Journal of Negro Education, 64, 454-462. http://dx.doi.org/10.2307/2967267
Hausmann, R.; Zahidi, S.; Tyson, L.; Hausmann, R.; Schwab , K. y Tyson, L.D.A. (2009). The global gender gap report 2009. Ginebra: World Economic Forum.
Heckman, J.J.; Stixrud, J. y Urzua, S. (2006). «The Effects of Cognitive and Noncognitive Abilities on Labor Market Outcomes and Social Behavior». Journal of Labor Economics, 24 (3), 411-482. http://dx.doi.org/10.1086/504455
Instituto Nacional de Evaluación Educativa (2014). Sistema estatal de indicadores de la educación 2014. Madrid: Ministerio de Educación, Cultura y Deporte.
Jacob, B.A. (2002). «Where the boys aren’t: Non-cognitive skills, returns to school and the gender gap in higher education». Economics of Education Review, 21 (6), 589-598. http://dx.doi.org/10.1016/S0272-7757(01)00051-6
Jeynes, W.H. (2005). «A meta-analysis of the relation of parental involvement to urban elementary school student academic achievement». Urban Education, 40 (3), 237-269. http://dx.doi.org/10.1177/0042085905274540
Kim, Y.; Sherrad en, M.; Huang, J. y Clancy, M. (2015). «Child Development Accounts and Parental Educational Expectations for Young Children: Early Evidence from a Statewide Social Experiment». Social Service Review, 89 (1), 99-137. http://dx.doi.org/10.1086/680014
Martínez García, J.S. (2007). «Clase social, género y desigualdad de oportunidades educativas». Revista de Educación, 342, 287-306.
Martínez García, J.S. (2011). «Género y origen social: Diferencias grandes en fracaso escolar administrativo y bajas en rendimiento educativo». Revista de la Asociación de Sociología de la Educación, 4 (3), 270-285.
Mau, W. (1997). «Parental influences on the high school students’ academic achievement: A comparison of asian immigrants, asian americans, and white americans». Psychology in the Schools, 34 (3), 267-277. http://dx.doi.org/10.1002/(SICI)1520-6807(199707)34:3<267::AIDPITS9>3.0.CO;2-L
McBride, B.A. y Lin, H. (1996). «Parental involvement in prekindergarten at-risk programs: Multiple perspectives». Journal of Education for Students Placed at Risk, 1 (4), 349-372. http://dx.doi.org/10.1207/s15327671espr0104_5
McFadd en, A.C. II ; Marsh, G.E.; Price, B.J. y Hwa ng, Y. (1992). «A study of race and gender bias in the punishment of handicapped school children». The Urban Review, 24 (4), 239-251. http://dx.doi.org/10.1007/BF01108358
Milesi, C. (2010). «Do all roads lead to Rome?: Effect of educational trajectories on educational transitions». Research in Social Stratification and Mobility, 28 (1), 23-44. http://dx.doi.org/10.1016/j.rssm.2009.12.002
Moff itt, T.E.; Caspi, A.; Rutter, M. y Silva, P.A. (2001). «Sex Differences in Antisocial Behavior: Conduct Disorder, Delinquency, and Violence in the Dunedin Longitudinal Study». Cambridge, UK: Cambridge University Press. http://dx.doi.org/10.1017/CBO9780511490057
Mortenson, T.G. (1999). «Where Are the Boys?: The Growing Gender Gap in Higher Education». College Board Review, 188, 8-17.
Muller, C. (1998). «Gender differences in parental involvement and adolescents’ mathematics achievement». Sociology of Education, 71 (4), 336-356. http://dx.doi.org/10.2307/2673174
Nobile, M. (2016). «Los egresados de las Escuelas de Reingreso: Sobre los soportes mínimos para aprovechar una política de reinserción educativa». Espacios en Blanco: Revista de Educación. Serie Indagaciones, 26 (2).
Portes, A. y Rumba ut, R.G. (2001). Legacies: The Story of the Immigrant Second Generation. University of California Press y Russell Sage Foundation.
Rosenba um, J. (2001). Beyond College for All: Career Paths for the Forgotten Half. Nueva York: Russell Sage.
Rousseeuw, P.J. (1987). «Silhouettes: A graphical aid to the interpretation and validation of cluster analysis». Journal of Computational and Applied Mathematics, 20, 53-65. http://dx.doi.org/10.1016/0377-0427(87)90125-7
Rubie-Davies, C. (2007). «Classroom interactions: Exploring the practices of highand low-expectation teachers». British Journal of Educational Psychology, 77 (2), 289-306. http://dx.doi.org/10.1348/000709906X101601
Rubie-Davies, C. (2010). «Teacher expectations and perceptions of student attributes: Is there a relationship?». British Journal of Educational Psychology, 80 (1), 121-135. http://dx.doi.org/10.1348/000709909X466334
Sankoff , D. y Kruskal, J.B. (eds.) (1983). Time warps, string edits and macromolecules. Reading, MA: Addison Wesley.
Sewell, W.H. y Shah, V.P. (1968). «Parents’ education and children’s educational aspirations and achievements». American Sociological Review, 191-209. http://dx.doi.org/10.2307/2092387
Skiba , R.J.; Michael, R.S.; Nardo, A.C. y Peterson, R.L. (2002). «The color of discipline: Sources of racial and gender disproportionality in school punishment». The Urban Review, 34 (4), 317-342. http://dx.doi.org/10.1023/A:1021320817372
Skiba , R.J.; Peterson, R.L. y Williams, T. (1997). «Office referrals and suspension: Disciplinary intervention in middle schools». Education and Treatment of Children, 20 (3), 295-315.
Smith, J.R.; Brooks-Gunn, J. y Kleba nov, P.K. (1997). «Consequences of living in poverty for young children’s cognitive and verbal ability and early school achievement». En: Duncan, G.J. y Brooks-Gunn, J. (eds.). Consequences of growing up poor. Nueva York: Russell Sage Foundation, 132-189.
Sokal, L.; Katz, H.; Chaszewski, L. y Wojick, C. (2007). «Good-bye, Mr. Chips: Male teacher shortages and boys’ reading achievement». Sex Roles, 56 (9-10), 651-659. http://dx.doi.org/10.1007/s11199-007-9206-4
Sorhagen, N.S. (2013). «Early teacher expectations disproportionately affect poor children’s high school performance». Journal of Educational Psychology, 105 (2), 465-477. http://dx.doi.org/10.1037/a0031754
Troiano, H. y Daza, L. (2016). «La transició cap a la universitat». En: Equitat en l’accés i en la inserció professional dels graduats universitaris. Barcelona: AQU Catalunya.
Ward, J.H. Jr. (1963). «Hierarchical Grouping to Optimize an Objective Function». Journal of the American Statistical Association, 58, 236-244. http://dx.doi.org/10.1080/01621459.1963.10500845
Weinstein, R.S. y McKown, C. (1998). «Expectancy effects in “context”: Listening to the voices of students and teachers». En: Brophy, J. (eds.). Advances in research on teaching: Expectations in the classroom. Greenwich, CT: JAI Press, 215-242.
Zhu, S.; Tse, S.; Cheung, S.H. y Oyserman, D. (2014). «Will I get there?: Effects of parental support on children’s possible selves». British Journal of Educational Psychology, 84 (3), 435-453. http://dx.doi.org/10.1111/bjep.12044
Published
Downloads
Copyright (c) 2018 Albert Julià Cano
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
