Horizontal inequality in the transition to upper secondary education in Spain

  1. Valdés, Manuel T.
Revista:
Papers: revista de sociología

ISSN: 0210-2862,  2013-9004

Año de publicación: 2022

Volumen: 107

Número: 2

Tipo: Artículo

DOI: 10.5565/REV/PAPERS.2968 DIALNET GOOGLE SCHOLAR lock_openDDD editor

Otras publicaciones en: Papers: revista de sociología

Resumen

La teoría de la desigualdad efectivamente mantenida postula que la reducción de la desigualdad vertical tras la expansión de un nivel educativo se verá compensada por un aumento de la desigualdad horizontal. Aunque esta teoría ha sido intensamente estudiada en varios países, apenas ha sido explorada en el caso español. Para llenar este vacío, utilizo datos de la Encuesta de transición educativa-formativa e inserción laboral y analizo la muestra de estudiantes que terminaron la educación secundaria obligatoria en 2001, justo después de la expansión de la educación secundaria superior en España. Estudio dos formas de desigualdad horizontal: el tipo de enseñanza cursada (que incluye la modalidad preferida en el itinerario académico) y el tiempo invertido en la finalización del itinerario académico. Demuestro que la saturación del bachillerato en la elección frente a la formación profesional desencadenó desigualdades sustanciales en la preferencia por las modalidades de bachillerato más atractivas: los estudiantes de extracción social alta prefirieron Ciencias Naturales y Tecnología, mientras que los estudiantes desfavorecidos prefirieron Ciencias Sociales, Artes y Humanidades. A su vez, la desigualdad en el tiempo invertido en la finalización del bachillerato es mayoritariamente vertical, ya que los dos resultados más probables para todos los grupos socioeconómicos son terminar el bachillerato en dos años o no terminarlo.

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Fuente de los datos: Dialnet