Lab

Grup de Recerca en Educació i Treball (GRET)

About the lab

[cat] Grup de Recerca en Educació i Treball
[en] Labor and Education Research Group

Web: http://grupsderecerca.uab.cat/gret/content/el-grup-de-recerca

Featured research (28)

This article focuses on uncovering social inequality in non-curricular activities (NCAs) and looking at the impact these have on young people’s school performance. Based on research conducted in Barcelona with 2,156 10th-graders, the authors investigate the association of participation in NCAs with academic outcomes in the context of social stratification. Their analysis of the data show how the choice of NCAs differs according to gender, immigrant background and family education level. Their findings also indicate that NCAs have an impact on academic performance, and that this effect is amplified when the family educational level variable is introduced. The largest impact of these activities occurs among students whose parents’ highest level of education is compulsory education. If students in this social group do not participate in any of the NCAs, their grade point average is associated with the worst performance among young people in Barcelona. On the other hand, if they take part in sports or artistic activities at school, their grade point average is the highest in their social group. The article concludes with some recommendations for socio-political and educational intervention, at the level of schools and the educational community as well as at the policymaking level.
INTRODUCCIÓN. El presente artículo analiza el papel que juegan las actividades no curriculares en el engagement escolar de jóvenes con distintos perfiles sociodemográficos teniendo en cuenta el papel de los centros escolares. MÉTODO. Se ha utilizado un modelo de análisis lineal jerárquico para medir las diferencias entre centros, controlando las características individuales del alumnado a partir de los datos de una encuesta realizada a 2056 estudiantes que cursaban 4º de ESO en 27 centros de la ciudad de Barcelona. En el análisis se examinan cuatro modelos: primero se introducen las variables sociodemográficas, posteriormente las actividades no curriculares que realizan los y las jóvenes tanto dentro como fuera del centro, a continuación, se incluyen variables de centro y, finalmente, se introduce en el nivel de centro la variable del nivel de participación en actividades no curriculares dentro del centro. RESULTADOS. Los resultados muestran como las actividades no curriculares actúan como mediadoras del nivel formativo familiar a la hora de explicar el engagement emocional y cognitivo -no el de conducta-, y el sexo y el origen se mantienen como influyentes. Finalmente, el nivel de participación que hay dentro de los centros aparece como significativa únicamente para el engagement de conducta, mediando el efecto de la complejidad y la comprensividad del centro. DISCUSIÓN. A partir de los resultados obtenidos es posible profundizar en el debate sobre la importancia de las actividades no curriculares para el engagement escolar de los y las jóvenes, además del papel que tienen los centros a la hora de promover la vinculación escolar de su alumnado.
This article reviews the concepts of aspiration, expectation and choice in order to better understand the mechanisms that lead to the construction of youth paths. The empirical contrast is based on a survey of more than 2,056 young people in the city of Barcelona from the 4th year of secondary school (born in 1998), a panel dataset comparing the expectations of young people and their choices in the following year. Crosstab tables and a Multiple Correspondence Analysis (MCA) have been used to present the results with greater robustness. The results show a remarkable diversity of situations, but only 12% answered that they had no idea about their profession at the age of 30, and 52% answered that they would like a profession that requires university studies. Of those who have a more or less definite idea, 50% make coherent choices in the short term, the rest do not. Both aspiration and consistency with choice are strongly related to parents' academic performance and educational level, but there are also situations of unexpected expectations and choices. The results question the idea that presenteeism is a majority attitude, and the expectation associated with educational investment as a lever for social mobility is maintained with sufficient robustness, although with significant differences according to social origin.
In this paper, we use longitudinal data to examine the compensation effect when young students decide among different tertiary education options. We begin with an analysis of the transition to higher vocational training programmes or university degree programmes. For those choosing the university option, we then analyse the risk (high or low) of degree programme completion. Longitudinal data enables control variables from years before the decision is made, and variables affecting previous compensation processes, to be introduced into the logistic regression model. The results show that the compensation effect has a weak influence when deciding amongst enrolment options for tertiary education.
Este trabajo pretende estudiar la experiencia de los estudiantes universitarios de origen social bajo en un contexto de incremento de las dificultades económicas y de endurecimiento de las condiciones institucionales en la universidad. Los momentos que se analizan son: la elección de estudios que realizan estos jóvenes, las condiciones de su paso por la universidad y su proyección de futuro en relación con las decisiones próximas que prevén tomar. Para ello se analizan entrevistas hechas a estudiantes de diferentes universidades catalanas y andaluzas. Entre los jóvenes de origen social bajo se detecta un estilo evitador del riesgo muy consciente de los obstáculos que, en un marco de incertidumbre y mayor presión por el logro como el actual, acrecienta las contradicciones y hace menos atractivas las apuestas universitarias.

Lab head

Rafael Merino
Department
  • Faculty of Political Science and Sociology

Members (10)

Sandra Fachelli
  • Universidad Pablo de Olavide
Jordi Planas
  • Autonomous University of Barcelona
Helena Troiano
  • Autonomous University of Barcelona
Maribel García Gracia
  • Autonomous University of Barcelona
Lidia Daza Pérez
  • University of Barcelona
Dani Torrents
  • AQU Catalunya
Ona Valls
  • University of Vienna
Maribel García
  • Autonomous University of Barcelona
Mike Seckinger
Mike Seckinger
  • Not confirmed yet
Maribel García
Maribel García
  • Not confirmed yet
Miguel Angel Quesada Felice
Miguel Angel Quesada Felice
  • Not confirmed yet