César Guadalupe’s research while affiliated with University of the Pacific and other places

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Publications (4)


Ni justo ni legítimo: The role of social status and neoliberal context on perceived social justice in Latin America and its political consequences
  • Article
  • Full-text available

April 2025

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48 Reads

British Journal of Social Psychology

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César Guadalupe

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Eileen Sam-Castañera

We study the role of social status and neoliberal contexts on perceptions of social justice and their consequences for political behaviour in Latin America. While most literature measures these perceptions through personal assessments of income distribution fairness, we resort to a wider understanding including perceptions of fairness on access to fundamental rights. Using data from the Latinobarómetro 2020 survey (N ≈ 20,204), we find that perceived social justice involves assessments of income inequality and access to education, health and justice. Based on self-interest theory, we expect higher-status individuals to perceive the world as more just, as this perception aligns with their interests. We also argue that neoliberal contexts moderate this relationship by narrowing justice perception gaps across status groups, as these contexts advance ideologies emphasizing individual responsibility and meritocracy. Regression models suggest that social status, measured through three indicators (social class, socioeconomic status, and subjective income) is positively related to perceived social justice. Interaction models suggest that, in more neoliberal societies, differences in perceived social justice among social status groups tend to narrow. Finally, we find that perceived social justice is associated with satisfaction with life, democracy and economic system, and reduced intention to participate in protests.

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Desempeños diferenciados en una evaluación de matemáticas en Perú: entorno local y abstracción en escuelas rurales

February 2025

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22 Reads

Revista Peruana de Investigación Educativa

Este artículo presenta un estudio exploratorio que se enfoca en identificar posibles factores que deben ser tomados en cuenta para explicar diferencias de desempeño entre zonas urbanas y rurales en las evaluaciones estandarizadas de matemáticas en sexto grado de primaria. Los resultados sugieren que diferencias en la riqueza letrada y la demanda cognitiva presente en cada entorno, incluyendo las diferencias en la dotación de docentes, deberían ser tomadas en cuenta para entender las diferencias en desempeño en desmedro de la población rural. Esto resulta particularmente relevante en el caso de las preguntas que suponen la ejecución de operaciones con mayor nivel de abstracción. Estas diferencias sugieren que hay dinámicas diferenciadas en los procesos de enseñanza-aprendizaje y en la relación de éstos con el entorno local que deben ser tomadas en cuenta para desarrollar acciones de mejora educativa.



Citations (1)


... A macro-dissatisfaction perspective allows for redirecting public attention due to scandalization and a perceived crisis. Therefore, for policymakers, ILSAs offer an opportunity to, on the one side, scandalize the state of education (Steiner-Khamsi and Waldow, 2018), pushing for further education reform (Verger et al., 2019) and on the other side, cherrypick results (Guadalupe, 2024), which can be used to justify specific reforms, regardless of local needs and ILSA results. Other studies (Lockheed and Wagemaker, 2013) point out that ILSAs are being used to motivate countries to comply with global educational standards, improve education systems through naming and shaming, and evaluate the effectiveness of national systems (Niemann and Martens, 2018). ...

Reference:

Testing for the money: an analysis on the interdependence of participation in international large-scale assessments and development aid networks
The promises and expectations of ILSAs regarding policymaking: lessons from Latin America
  • Citing Article
  • July 2024

Comparative Education