Equal Opportunities?

Schröder, Lena

doi:10.1787/9789264086395-en

Cited by 25 publications

(9 citation statements)

References 21 publications

(24 reference statements)

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“…Actualmente sigue habiendo un gran número de investigaciones sobre la segregación étnico-racial, antes más centrada en la segregación de afrodescendientes y ahora en la de otras minorías, como las personas procedentes de Latinoamérica (Fiel y Zhang, 2018;Fuller et al, 2019;Santiago, 2019, entre otros). En Europa, el interés ha sido más tardío y se ha focalizado en la segregación de los inmigrantes de primera o segunda generación (Burgess, Wilson y Lupton, 2005;Ivaniushina, Makles, Schneider y Alexandrov, 2019;Karsten, 2010;Simpson, 2007;Teltemann y Schunck, 2016, entre otros) aunque también ha aumentado en los últimos años el interés por la segregación escolar generada por el nivel socioeconómico (Dupriez y Vandenberghe, 2004;Gorard, 2009;Gorard y Hordsoy, 2013;Jenkins, Micklewright y Schnepf, 2008;Murillo y Martínez-Garrido, 2017a). En América Latina, con un desarrollo muy reciente, las investigaciones se han centrado esencialmente en este último tipo de segregación (Krüger, 2019;Murillo, 2016;Santos y Elacqua, 2016;Vázquez, 2016).…”

Section: Marco Teóricounclassified

Una panorámica de la segregación escolar por nivel socioeconómico en Uruguay

Torrecilla

Oliver

2020

Cuad. Investig. Educ.

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Este trabajo busca profundizar en el conocimiento de la segregación escolar por nivel socioeconómico en Uruguay, con dos miradas específicas: una a Montevideo y otra a la aportación de las escuelas públicas y privadas. Para ello se realiza una explotación especial de la base de datos del Programa de Evaluación Nacional de Logros Educativos Aristas 2017 desarrollado por el Instituto Nacional de Evaluación Educativa de Uruguay. La muestra, por tanto, está constituida por 15.356 estudiantes de 247 escuelas. En primer lugar, se estima la segregación con los 6 índices más habituales: Disimilitud (ID), Gorard (IG), Raíz Cuadrada (IH), Aislamiento (A), Brecha por Centiles (CGI) e índice Inclusión socioeconómica (IIS). También se estiman los perfiles de segregación y, por último, se analiza la descomposición de la segregación en escuelas públicas y privadas, todo ello tanto para Uruguay en general como para Montevideo en particular. Los resultados apuntan a que Uruguay tiene una segregación escolar por nivel socioeconómico promedio de 0,56 (ID), 0,46 (IG), 0,31 (IA), 0,43 (IH), 0,42 (CGI) y 0,53 (IIS), lo cual puede ser considerado como alto. Asimismo se halló que la segregación presenta valores medio-bajos para los estudiantes de familias con menos nivel socioeconómico y muy alto para los de más nivel. El análisis de la segregación en escuelas públicas y privadas apunta a una muy alta concentración de estudiantes de mayor nivel socioeconómico en las escuelas privadas. No se han detectado diferencias importantes en el estudio de Montevideo. La principal conclusión de este estudio es que Uruguay debe tomar medidas para limitar la segregación escolar de los estudiantes con mayores recursos, asegurando la equidad también en las escuelas privadas.

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Section: Marco Teóricounclassified

Una panorámica de la segregación escolar por nivel socioeconómico en Uruguay

Torrecilla

Oliver

2020

Cuad. Investig. Educ.

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“…For example, immigrants tend to cause some additional education expenditure, namely through language training. Yet, at the same time, in most countries children of immigrants tend to be underrepresented in the initial years of early childhood education and in post-secondary education in most countries (Liebig and Widmaier, 2010). 11 Likewise, whereas adult immigrants can receive targeted and publicly-subsidised language training upon arrival in many cases, unemployed migrants are often underrepresented among the beneficiaries of some of the more expensive active labour market policy programmes (see OECD, 2007OECD, , 2008OECD, , 2012.…”

Section: Revenue and Expenditure Items To Be Consideredmentioning

confidence: 99%

The fiscal impact of immigration in OECD countries

2013

International Migration Outlook 2013

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Whether immigrants make the fiscal challenges faced by OECD countries more difficult or whether they aid in addressing them is a topical question in many OECD countries. This chapter provides a first-time comparative analysis of the fiscal impact of immigration in OECD countries, using data for all European OECD countries, as well as Australia, Canada and the United States. It also includes a comprehensive overview of the literature and the methodological issues involved in estimating the fiscal impact of migration. Depending on the assumptions made and the methodology used, estimates of the fiscal impact of immigration vary, although in most countries it tends to be small in terms of GDP and is around zero on average across OECD countries. Immigrants tend to have a less favourable net fiscal position than the native-born, but this is almost exclusively driven by the fact that immigrant households contribute on average less in terms of taxes and social security contributions than the native-born and not by a higher dependence on benefits. Employment is the single most important determinant of migrants' net fiscal balance, particularly in countries with comprehensive social protection systems. More generally, differences in the composition of the migrant population by migration category (labour, family, humanitarian) account for a large part of the crosscountry variation of migrants' fiscal position relative to that of the native-born. There is also a strong impact of the age of immigrants on their net fiscal position. The statistical data for Israel are supplied by and under the responsibility of the relevant Israeli authorities. The use of such data by the OECD is without prejudice to the status of the Golan Heights, East Jerusalem and Israeli settlements in the West Bank under the terms of international law.

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“…Affirmative action is generally defined as a set of policies that take specific efforts to advance the economic status of minorities and women (Holzer, 2010). Affirmative action and positive action are essentially the same kind of policies, the first concept having been originated in the United States and the second one, inspired by the experience in the United Kingdom, has been adopted by the European action plan against discrimination (see McCrudden, 1986;Sabbagh, 2011).…”

Section: Affirmative Action and Equal Employment Policiesmentioning

confidence: 99%

“…In the United States, much research has been conducted to estimate the effect of affirmative action on employment and education for minorities (for summaries, see e.g. Holzer and Neumark, 2000aand Holzer, 2010. In a study on the impact of affirmative action until the late 1980s, Leonard (1990) concluded that it successfully promoted the employment of racial minorities, including in the early phase of the policy, when regulatory pressures have been inconsistent, and weak enforcement and a reluctance to apply sanctions were observed.…”

Section: Box 43 Affirmative Action Policies For Ethnic Minorities Amentioning

confidence: 99%

Discrimination against immigrants – measurement, incidence and policy instruments

2013

International Migration Outlook 2013

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Discrimination against immigrants-measurement, incidence and policy instruments 1 Discrimination is a key obstacle to the full integration of immigrants and their offspring into the labour market and the society as a whole. This chapter provides an overview of discrimination against immigrants and their children in OECD countries-its measurement, incidence and policy solutions-on the basis of the empirical literature and policy practices. The actual prevalence of discrimination is difficult to assess, since the disadvantage of immigrants and their offspring in many domains of public life may be attributable to many other factors-both observed and non-observed-than ethnic origin itself. Testing studies which try to isolate the effect of discrimination in hiring suggest that it is not uncommon for immigrants and their offspring to have to send more than twice as many applications to get invited to a job interview than persons without a migration background who have an otherwise equivalent CV. Most OECD countries have taken measures to combat discrimination, although the scale and scope of the measures varies widely. Much of the effect of most policy measures against discrimination appears to stem rather from raising awareness about the issue than from any direct influence which they may have on preventing discrimination. • In recent years, diversity policy instruments have been tested in a growing number of OECD countries. While these are promising tools, it is difficult to assess their effectiveness, since it is generally those employers who are most interested in diversity who participate. More generally, it seems that much of the effect of policy measures against discrimination-in particular regarding legal constraints-stems more from raising awareness about the issue than through any direct influence which they may have on preventing discrimination. • Such awareness-raising seems particularly important since there is growing evidence that discriminatory behaviour does not necessarily stem from individual preferences but often from negative stereotypes about immigrants and their children. For example, employers seem to value certain characteristics that tend to be associated with better integration. This suggests that a balanced public discourse on immigrants and their integration outcomes would also contribute to reducing stereotypes and thus combating discrimination. Definition and measure Discrimination against immigrants-definition, causes and consequences In the context of this chapter, discrimination is understood as unequal or differential treatment that disfavours an individual or a group and that is based on origin, ethnicity, race or nationality. 2 Becker (1957), in his seminal work on the economics of discrimination, distinguishes two types of discrimination-taste-based and statistical. The former occurs when economic agents (e.g. employers, home owners, banks, etc.

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Equal Opportunities?

Cited by 25 publications

References 21 publications

Una panorámica de la segregación escolar por nivel socioeconómico en Uruguay

Una panorámica de la segregación escolar por nivel socioeconómico en Uruguay

The fiscal impact of immigration in OECD countries

Discrimination against immigrants – measurement, incidence and policy instruments

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