Intersectionality of gender, ethnicity and socioeconomic status in academic outcomes of Chilean students
Educational outcomes have long been considered an indicator of future social position. Several studies have found differences in outcomes according to social categories such as gender, ethnicity and socioeconomic status, which implies that inequalities are bred from an early age. In general, however...
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| Tipo de recurso: | tesis de maestría |
| Estado: | Versión publicada |
| Fecha de publicación: | 2020 |
| País: | Chile |
| OAI Identifier: | oai:repositorio.anid.cl:10533/246485 |
| Acceso en línea: | https://hdl.handle.net/10533/246485 |
| Access Level: | acceso abierto |
| Palabra clave: | Ciencias Sociales Sociología Otras especialidades de la Sociología |
| Sumario: | Educational outcomes have long been considered an indicator of future social position. Several studies have found differences in outcomes according to social categories such as gender, ethnicity and socioeconomic status, which implies that inequalities are bred from an early age. In general, however, those studies consider these variables as independent, leaving aside the potential effect of their intersection. Although there are several qualitative studies on intersectionality in education, few have been developed in the quantitative field. For this reason, this study examines the case of Chile -the unequal country in the OECD-, exploring the intersectionality of gender, ethnicity and socioeconomic status in students’ outcomes in their 4th year of basic education (9-10 years old) and 2nd year of middle education (15-16 years old) in both mathematics and reading. Using the data from the 2018 System for Measuring Educational Quality (known as Simce), a multiple linear regression was conducted to identify the interactions. As a result, multiple interactions were identified, which vary by grade and subject. In general, in 4th year of basic education, the interactions report an effect guided mainly by SES, attenuating the effect of gender and ethnicity. However, in 2nd year of middle education, the interactions show a different scenario. They indicate that all the variables exert force, accentuating the inequality gaps. Thus, the results could be explained by a greater embodiment of discrimination patterns over time. Above all, however, results indicate that inequities in the education system are composed of complexities produced by the intersection of variables. Therefore, in tackling this problem, these must be considered. |
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