Educational stratification after a decade of reforms on higher education access in Brazil

Marteleto, Letícia J.; Marschner, Murillo; Carvalhaes, Flavio

doi:10.1016/j.rssm.2016.08.004

Cited by 35 publications

(33 citation statements)

References 23 publications

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“…Second, enrollment rates decline with age more sharply for Afro-descendants and indigenous people than for the white population. Indeed, there are no attendance gaps at the primary level, but differences appear at the secondary level and are considerably higher at the tertiary level, as in most Latin American countries (Zapata et al 2011;Busso et al 2005;Marteleto et al 2016;Tas et al 2014). Thus, minorities are not capturing the full potential of education transfers.…”

Section: Discussionmentioning

confidence: 99%

Inequality and fiscal policies in Uruguay by race

2018

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The aim of this study is to analyze the effect of fiscal policy by race, disaggregating to consider Uruguayans with primarily European, African and indigenous ancestry. We perform an incidence analysis, an estimation of the effect of fiscal policy on the poverty exit rate and an assessment of the impact on the average ethno-racial gaps. The findings support the idea that fiscal policy reduces (but does not eliminate) ethnic gaps. This result is led by health care and educational transfers, and to a lesser degree by direct transfers. We do not consider quality issues with public services, which may affect the estimated narrowing of gaps. Finally, we find that Afro-descendants and indigenous individuals do not capture the full potential of education transfers because of their high drop-out rate.

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Section: Discussionmentioning

confidence: 99%

Inequality and fiscal policies in Uruguay by race

2018

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“…The outcomes we examine—years of education and graduation from high school—represent key assets in the lives of contemporary Brazilians (Marteleto et al. ). Particularly for those from disadvantaged backgrounds, the culmination of high school is the first step in pushing through the bottleneck of social mobility in a highly unequal society.…”

Section: Discussionmentioning

confidence: 99%

“…On the other hand, institutionalized support to mothers is scarce in Brazil (Marteleto and Dondero ). Further, while the educational system in the country has experienced an unprecedent expansion in its recent history, access to secondary school remains far from universal (Marteleto, Marschner, and Carvalhaes ). These factors, in turn, would predict a strong disadvantage for adolescent mothers.…”

Section: Selection Into Adolescent Childbearingmentioning

confidence: 99%

The Educational Consequences of Adolescent Childbearing and Union Formation in Brazil

Marteleto¹,

Villanueva²

2018

Studies in Family Planning

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While Brazil has high rates of adolescent fertility for its below-replacement total fertility rate, we know little about the causal effects of adolescent childbearing and adolescent union formation for women's education. In this paper, we examine unique data from the 2013 School-to-Work Transitions Survey to address the consequences of adolescent childbearing and adolescent union formation on educational outcomes of Brazilian young women. We apply several analytical strategies to address the endogeneity between adolescent childbearing and educational outcomes. Our findings suggest that childbearing during the teenage years is detrimental to the educational attainment of Brazilian women, and that educational disadvantages persist once we take into account mother's selection into adolescent childbearing. The penalty for adolescent mothers ranges from -1.66 to -1.80 fewer years of schooling and from 41 to 35 percent difference in the probabilities of graduating from high school. Additional findings show that marital unions among adolescent mothers have a compounding role at further hindering women's educational progress. Combined, our findings suggest that young mothers, particularly those in a marital union, face additional layers of disadvantages, demonstrating that early family formation is a meaningful stratifier for women in an already highly-stratified society.

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“…A comparação deve, portanto, levar em conta a diferença de magnitudes entre os gráficos. A diferença de magnitude é compreensível tendo em vista a seletividade racial no ensino médio (Marteleto et. al., 2016) Tendo traçado o panorama da estratificação horizontal entre os cursos, podemos verificar se há diferenças, dentro dos cursos, entre os setores -público ou privadonos quais os alunos se encontram.…”

Section: Modelosunclassified

Estratificação horizontal da educação superior no Brasil: desigualdades de classe, gênero e raça em um contexto de expansão educacional

Carvalhaes

Ribeiro

2019

Tempo Soc.

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O acesso ao ensino superior é fundamental para diminuir as desvantagens de pessoas com origens nos grupos menos privilegiados, na medida em que aumenta as chances de mobilidade social ascendente. A literatura sobre estratificação educacional nos ensina que tanto o acesso aos diferentes tipos de modalidade ofertada (bacharelados, licenciaturas, cursos tecnológicos) quanto quais cursos são escolhidos (medicina, administração ou pedagogia) influenciam as chances de alcançar os melhores empregos. Tendo em vista que os diferentes diplomas universitários não são iguais em termos das vantagens que trazem para os diplomados, e que há diferenças de acesso entre os cursos universitários em termos de classe, gênero e raça, o perfil de acesso a esses cursos deve ser analisado. Neste artigo, avaliamos de forma inédita e desagregada o padrão de expansão do ensino superior brasileiro e como se configuram as oportunidades no sistema. Mobilizando dados do Inep, nossos resultados apontam que pessoas com origem nos estratos mais altos (pais com ensino superior) tinham probabilidade significativamente maior de entrar nos cursos de maior prestígio (medicina, odontologia, engenharias etc.) e em instituições públicas do que pessoas com origem nas classes mais baixas. Também encontramos forte estratificação por gênero tendo em vista que homens têm maior probabilidade de entrar em cursos das ciências exatas e mulheres em cursos relacionados ao ensino e aos cuidados. A estratificação por gênero, no entanto, combina-se de forma não linear com a estratificação por classe de origem, na medida em que há cursos típicos de homens de classe alta, mulheres de classe alta, homens de classe baixa e mulheres de classe baixa.

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Educational stratification after a decade of reforms on higher education access in Brazil

Cited by 35 publications

References 23 publications

Inequality and fiscal policies in Uruguay by race

Inequality and fiscal policies in Uruguay by race

The Educational Consequences of Adolescent Childbearing and Union Formation in Brazil

Estratificação horizontal da educação superior no Brasil: desigualdades de classe, gênero e raça em um contexto de expansão educacional

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