Modos de Agrupación de Estudiantes, Segregación y Desigualdades Educativas. Un Análisis Longitudinal de una Cohorte de Estudiantes en Suiza
Palabras clave:
Sistema escolar segmentado, Sistema escolar integrado, Desigualdades escolares, Segregación escolar, Políticas educativas
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-SinDerivadas 4.0.
Resumen
El sistema educativo en Ginebra, Suiza, ofrece dos modos organizativos para agrupar a los estudiantes de educación secundaria 1. Los estudiantes pertenecen a escuelas que tienen un sistema segmentado (se agrupan en dos corrientes según su nivel académico) o un sistema más integrado, con clases heterogéneas compuestas por grupos de habilidades para algunas materias. Utilizando datos longitudinales, este artículo examina el impacto de estos dos modos de agrupar a los estudiantes en la educación secundaria 2. Los resultados del análisis de regresión logística multinivel muestran que los estudiantes que asisten al sistema segmentado tienen menos probabilidades de estar orientados hacia una escuela de bachillerato, el camino más selectivo de la educación secundaria 2. También muestran que los efectos de la segregación dentro de la escuela contribuyen a reforzar las desigualdades entre los estudiantes: la probabilidad de asistir a una escuela de bachillerato es mucho menor en las clases con un alto porcentaje de estudiantes de origen desfavorecido. Finalmente, muestran que los efectos negativos de la segregación escolar tienden a ser más fuertes en el sistema segmentado.
Descargas
Citas
Bickel, R. (2007). Multilevel analysis for applied research: it's just regression! The Guildford Press.
Brunello, G. & Checchi D. (2007). Does school tracking affect equality of opportunity? New international evidence. Economic Policy 22(52), 781-861. https://doi.org/10.1111/j.1468-0327.2007.00189.x
Charmillot, S. (2013). Ségrégation et inégalités scolaires: Le cas de l'enseignement secondaire à Genève. Faculté de Psychologie et des Sciences de l'Éducation, Université de Genève.
Coleman, J. S., Ernest Q., Campbell, C. F., Hobson, J. M., McPartland, A. M., Mood, R. L., York, & Weinfeld, F. (1966). Equality of educational opportunity. U.S. Department of Health, Education and Welfare.
Dumay, X. & Dupriez, V. (2007). Does the school composition effect matter? Some methodological and conceptual considerations. Les Cahiers de Recherche du Girsef, 60, 1-29.
Duru-Bellat, M. (2007). Social inequality in French education. Extent and complexity of the issues. In R. Teese, S. Lamb, and M. Duru-Bellat (Eds.), International studies in educational inequality, theory and policy (pp. 337-356). Springer. https://doi.org/10.1007/978-1-4020-5916-2_12
Felouzis, G. & Charmillot, S. (2013). School tracking and educational inequality: A comparison of 12 education systems in Switzerland. Comparative Education 49(2), 181-205. https://doi.org/10.1080/03050068.2012.706032
Felouzis, G., Charmillot, S., & Fouquet-Chauprade, B. (2011). Les inégalités scolaires en Suisse et leurs déclinaisons cantonales: L’apport de l’enquête PISA 2003. Revue Suisse de Sociologie 37(1), 33-55.
Felouzis, G., Fouquet-Chauprade, B., & Charmillot, S. (2019). School segregation in France: The role of public policies and stakeholder strategies. In X. Bonal and C. Bellei (Eds.), Understanding school segregation. Patterns, causes and consequences of spatial inequalities in education (pp. 29-44). Bloomsbury. https://doi.org/10.5040/9781350033542.ch-002
Gamoran, A. (2010). Tracking and inequality: New directions for research and practice. In M. Apple, S. Ball, and L. Armando Gandin (Eds.), The Routledge international handbook of the sociology of education (pp. 213-228). Routledge.
Gamoran, A., Nystrand, M., Berends, M., & Lepore, P. (1995). An organizational analysis of the effects of ability grouping. American Educational Research Journal, 32(4), 687-715. https://doi.org/10.3102/00028312032004687
Ganzeboom, H. B. G., De Graaf, P. M., & Treiman, D. J. (1992). A standard international socio-economic index of occupational status. Social Science Research, 21(1), 1-56. https://doi.org/10.1016/0049-089X(92)90017-B
Hallinan, M. T. (1994). School differences in tracking effects on achievement. Social Forces, 72(3), 799-820. https://doi.org/10.1093/sf/72.3.799
Hanushek, E. A. & Woessmann, L. (2006). Does educational tracking affect performance and inequality? Differences- in-differences evidence across countries. The Economic Journal 116(510), 63-76. https://doi.org/10.1111/j.1468-0297.2006.01076.x
Hörner, W., Döbert, H., Reuter, L., & von Kopp, B. (2015). The education systems of Europe. Springer. https://doi.org/10.1007/978-3-319-07473-3
James, D. R. & Taeuber, K. E. (1985). Measures of segregation. Sociological Methodology, 15, 1-32. https://doi.org/10.2307/270845
Jencks, C. & Mayer, S. E. (1990). The social consequences of growing up in a poor neighborhood. In L. E. Lynn & M. G. H. McGeary (Eds.), Inner-city poverty in the United States (pp. 348-363). National Academy Press.
Lucas, S. R. (1999). Tracking inequality: Stratification and mobility in american high schools. Teachers College Press.
Lucas, S. R. & Berends, M. (2002). Sociodemographic diversity, correlated achievement, and de facto tracking. Sociology of Education, 75(4), 328-348. https://doi.org/10.2307/3090282
Mickelson, R. A. (2003). When are racial disparities in education the result of racial discrimination? a social science perspective. Teachers College Record, 105(6), 1052-1086. https://doi.org/10.1111/1467-9620.00277
Monseur, C. & Crahay, M (2008). Composition académique et sociale des établissements, efficacité et inégalités scolaires: Une comparaison internationale. Revue Française De Pédagogie, 164, 55-65. https://doi.org/10.4000/rfp.2128
Murdoch, J., Guégnard, C., Griga, D., Koomen, M., & Imdorf, C. (2016). How do second-generation immigrant students access higher education? The importance of vocational routes to higher education in Switzerland, France, and Germany. Swiss Journal of Sociology 42(2), 245-265. https://doi.org/10.1515/sjs-2016-0011
Murillo, F. J. (2016). Midiendo la segregación escolar en América Latina. Un análisis metodológico utilizando el TERCE [Measuring the school segregation in Latin America. A methodological analysis using TERCE]. REICE. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 14(4), 33-60. https://doi.org/10.15366/reice2016.14.4.002
Murillo, F. J. & Martínez-Garrido, C. (2019). Profiles of school segregation by socioeconomic status in Spain and its Autonomous Communities. RELIEVE, 25(1), 1-21. https://doi.org/10.7203/relieve.25.1.12917
Oakes, J. (2005). Keeping track: How schools structure inequality. Yale Univ. Press.
Padilla, E. & Bazán A. (2016). Contextual, socioeconomic and cultural impacts on the outcomes of mexico in reading in PISA 2009. REICE. Ibero-American Journal on Quality, Effectiveness and Change in Education, 14(2), 79-95.
OECD. (2005). PISA 2003 technical report. OECD. https://doi.org/10.1787/9789264010543-en
OECD. (2013). PISA 2012 results: What makes schools successful? Resources, policies and practices (Volume IV). OECD Publishing. https://doi.org/10.1787/9789264201156-en
Rumberger, R. W. & Palardy, G. J. (2005). Does segregation still matter? The impact of student composition on academic achievement in high school. Teachers College Record, 107(9), 1999-2045. https://doi.org/10.1111/j.1467-9620.2005.00583.x
Schofield, J. W. (1995). Review of research on school desegregation's impact on elementary and secondary school students. In J. A. Banks & C. A. MaGee Banks (Eds.), Handbook of research on multicultural education (pp. 597-617). Mac Millan.
Slavin, R. E. (1987). Ability grouping and student achievement in elementary schools: A best-evidence synthesis. Review of Educational Research, 57(3), 293-336. https://doi.org/10.3102/00346543057003293
Slavin, R. E. (1990). Achievement effects of ability grouping in secondary schools: A best-evidence synthesis. Review of Educational Research, 60(3), 471-499. https://doi.org/10.3102/00346543060003471
Slavin, R. E. (1993). Ability grouping in the middle grades: Achievement effects and alternatives. Elementary School Journal, 93(5), 535-552. https://doi.org/10.1086/461739
Snijders, T. A. & Bosker, R. J. (2012). Multilevel analysis. An introduction to basic and advanced multilevel modeling. SAGE Publications.
UNESCO. (2006). International standard classification of education, ISCED 97. UNESCO.
van Ewijk, R. & Sleegers, P. (2010a). The effect of peer socioeconomic status on student achievement: A meta-analysis. Educational Research Review, 5(2), 134-150. https://doi.org/10.1016/j.edurev.2010.02.001
van Ewijk, R. & Sleegers, P. (2010b). Peer ethnicity and achievement: A meta-analysis into the compositional effect. School Effectiveness and School Improvement, 21(3), 237-265. https://doi.org/10.1080/09243451003612671
Weinberg, M. (1975). The relationship between school desegregation and academic achievement: A review of the research. Law and Contemporary Problems, 39(2), 241-270. https://doi.org/10.2307/1191101
Woessmann, L. (2009). International evidence on school tracking: A review. Ifo Institute.