Sociocultural inequalities in the Learning of Language and Mathematics in Secondary Education in Argentina: A model of three levels

Authors

  • Jesús Miguel Muñoz Cantero Universidad de A Coruña
  • Paula Rios de Deus Universidad de A Coruña
  • Eduardo Abalde Paz Universidad de A Coruña

DOI:

https://doi.org/10.7203/relieve.8.2.4362

Keywords:

Educational achievement, high school, socioeconomic context, family background, social origins, cultural capital, educational segmentation, Mathematics, Language, equality of educational opportunity, Argentina

Abstract

This article analyzes the effects of family background and the socioeconomic context of the school and state on students' achievements in mathematics and language at the end of secondary education in Argentina. The study examined data of 150,000 students in 3,300 high schools. Multilevel linear modeling with three levels (student, school and state) was used to analyze the family background and context effects on achievement.  The results are discussed in term of  the theory of distributive justice (Rawls) and the concept of equality of educational opportunity (Coleman). It was found that the educational achievement is affected by the strong socioeconomic segmentation of the institutional educational system and that the cultural capital indicators are the most important predictors.

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Published

2014-11-30

How to Cite

Muñoz Cantero, J. M., Rios de Deus, P., & Abalde Paz, E. (2014). Sociocultural inequalities in the Learning of Language and Mathematics in Secondary Education in Argentina: A model of three levels. RELIEVE – Electronic Journal of Educational Research and Evaluation, 8(2). https://doi.org/10.7203/relieve.8.2.4362

Issue

Vol. 8 No. 2 (2002)

Section

Research Articles

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