La matriz de la desigualdad en América Latina.

Abramo, Laís

doi:10.2307/j.ctvt6rmdr.8

Cited by 5 publications

(8 citation statements)

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“…Data on these families social context (e.g., their preferential social interactions) and their past income (i.e., income of the parents of the current parents) would allow us to test the effect of social class mobility. The same reasoning also applies to Indigenous students whose previous generations were mostly living in rural areas and now live in urban centers [60]. In the case of poor students, we do not observe such phenomenon because families that are currently poor were poor in previous generations.…”

Section: Discussionmentioning

confidence: 57%

“…Within this context, we reflect on potential reasons affecting the increase in the gap between White and Black students. Black families that are rich now were poorer in previous generations [60]. Consequently, although these black parents can now provide extra educational resources to their children, they remain immersed, to some extent, in a less favored intellectual environment through social ties with relatives or friends that are in disadvantage positions or still have less access to quality education.…”

Section: Discussionmentioning

confidence: 99%

“…Consequently, although these black parents can now provide extra educational resources to their children, they remain immersed, to some extent, in a less favored intellectual environment through social ties with relatives or friends that are in disadvantage positions or still have less access to quality education. Rich white families may have also experienced this socio-economic trajectory but likely to a lesser extent given that black people have been disproportionately poorer over generations [60]. There is thus a positive feedback here.…”

Section: Discussionmentioning

confidence: 99%

“…The results also show that Pardo students perform in-between Blacks and Whites, but closer to Blacks. In fact, Pardos have typically both white and black ancestry (mixed over several generations) but generally speaking have not been as poor as Blacks and have relatively less economic restrictions [60]. Previous research in the USA context showed, for example, that Black and Mixed race children adopted and raised by White families score better than the average of Black students raised by Black parents [62].…”

Section: Discussionmentioning

confidence: 99%

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Assessing Student’s Achievement Gaps between Ethnic Groups in Brazil

Rocha

Nascimento

2019

J. Intell.

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Achievement gaps refer to the difference in the performance on assessments of students belonging to different social groups. Achievement gaps between ethnic groups have been observed in countries with heterogeneous populations. In this paper, achievement gaps between ethnic populations in Brazil were analyzed by studying the performance of a large cohort of senior high-school students in a standardized national exam. Ethnic groups were stratified by Brazilian states and socio-economic variables to homogeneize the groups, and the analyses focused on the disciplines of mathematics and writing that involve different cognitive functions. A Welch’s t-test analysis was performed and key socio-economic variables that may explain the gaps were studied. The results show that gaps between ethnic groups of students living in low-income households were either statistically insignificant or small (2– 6 % ) if statistically significant. Larger gaps however were observed for students coming from high-income families in some contexts. Although parental education was associated with higher performance, it may either increase, decrease or maintain the gaps between White and Black, and between White and Pardo students. Our results support that socio-economic variables, linked to historical developments, have an impact on student’s performance irrespective of ethnic background, resulting on little to no influence on group performance when students are exposed to similar cultural and economic contexts.

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Section: Discussionmentioning

confidence: 57%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

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Assessing Student’s Achievement Gaps between Ethnic Groups in Brazil

Rocha

Nascimento

2019

J. Intell.

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“…En consecuencia, las problemáticas generadas en el aula y la deserción escolar inciden de manera considerable en el crecimiento de la desigualdad que se presenta en todo el Continente (CEPAL, 2016).…”

Section: La Educación Y La Escuelaunclassified

Trayectorias educativas para entender la educación desde los estudiantes con dificultades académicas

López

Domich

2023

Ciencia Latina

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La mejora de la calidad educativa es uno de los retos que tiene el maestro de hoy y, por ende, es necesaria una lectura de la realidad que permita comprender no sólo las problemáticas dentro del aula, sino las causas que subyacen fuera de ellas. Así, considerando la brecha entre la realidad y los objetivos de las políticas educativas actuales, estandarizadas y homogeneizadoras, se argumenta, a modo de ensayo, señalar la importancia de entender la educación desde el individuo, a partir de la construcción de las trayectorias educativas de los estudiantes con dificultades académicas relacionadas con aspectos personales, sociales, culturales y económicos. De manera que, conociendo sus percepciones desde los contextos educativos, sociales, familiares, económicos y culturales que permitan ver y construir su mundo y, por tal razón, sus procesos de aprendizaje. Así, la construcción de los recorridos de estudiantes, en el ámbito escolar, son trascendentales para discernir no sólo su introspección, sino los factores que ocasionan que su desempeño no cumpla con los logros propuestos para cada nivel, y que dicho entendimiento facilite la formulación de medidas que diseñen los currículums dándole un rol más activo al Sistema Educativo. La trayectoria educativa permite comprender, desde el y la estudiante, una posición teórica formal con niveles establecidos de educación y una posición práctica, la que cada estudiante desarrolla en su ciclo educativo, social y familiar.

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Atopic Dermatitis in Latin America: A Roadmap to Address Data Collection, Knowledge Gaps, and Challenges

et al. 2022

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BackgroundAtopic dermatitis (AD) is a systemic, multifactorial disease that causes significant morbidity and health care burden in Latin America (LA). Data on AD are scarce in LA. Lack of disease registries and non-standardized study methodologies, coupled with region-specific genetic, immunological, and environmental factors, hamper data collection. A panel of LA experts in AD was given a series of relevant questions to address before a conference. Each narrative was discussed and edited through numerous rounds of deliberation until achieving consensus. Identified knowledge gaps in AD research were updated prevalence, adult-disease epidemiology, local phenotypes and endotypes, severe-disease prevalence, specialist distribution, and AD public health policy. Underlying reasons for these gaps include limited funding for AD research, from epidemiology and public policy to clinical and translational studies. Regional heterogeneity requires that complex interactions between race, ethnicity, and environmental factors be further studied. Informed awareness, education, and decision making should be encouraged.

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La matriz de la desigualdad en América Latina.

Cited by 5 publications

References 0 publications

Assessing Student’s Achievement Gaps between Ethnic Groups in Brazil

Assessing Student’s Achievement Gaps between Ethnic Groups in Brazil

Trayectorias educativas para entender la educación desde los estudiantes con dificultades académicas

Atopic Dermatitis in Latin America: A Roadmap to Address Data Collection, Knowledge Gaps, and Challenges

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