Same performance, different paths. Social status, school performance and choices after compulsory education

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Published: Mar 28, 2024
DOI: https://doi.org/10.4438/1988-592X-RE-2024-404-625

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Ildefonso Marqués-Perales
Universidad de Sevilla. Departamento de Sociología
Manuel Herrera-Usagre
Universidad de Sevilla. Departamento de Sociología

Abstract

The sociological literature has made significant efforts to elucidate the effect of social origin on educational trajectories. This influence has been analyzed both directly, based on the impact of social origin on school decisions, and indirectly, considering school performance (Boudon, 1974). However, to date in Spain, the study of primary and secondary effects has been conducted considering a dual scenario (high school versus vocational training). Consequently, those who have completed compulsory education but have not obtained any post-compulsory education title have not been considered. This implies neglecting an important part of the youth population in demographic terms.


This study aims to account for the role of social origin considering students' educational performance in a context of multiple choices (dropout, vocational training, or high school). Our purpose lies in determining to what extent social origin influences school decisions when measuring individuals with the same performance, measured through language scores in the last academic year. Using the longitudinal survey of the Panel on Education and Transitions to the Labor Market in Andalusia (IECA, 2010 and 2018), our results indicate that the direct effect of socioeconomic status accounts for up to two-thirds of the variability in educational decisions following post-compulsory education. On the other hand, the indirect effect of social origin, that is, its influence on academic performance, can explain up to one-third of the variability in educational decisions. Far from disappearing, socioeconomic status continues to condition educational decisions even when controlling for performance. Lastly, these results corroborate the existence of a compensatory effect among students with high socioeconomic status and low performance.


Keywords: educational inequalities, social origin, school performance, educational decisions, social status, social classes, school drop-out, primary and secondary effects.


 

Article Details

How to Cite
Marqués-Perales, I., & Herrera-Usagre, M. (2024). Same performance, different paths. Social status, school performance and choices after compulsory education. Revista De Educación, 1(404), 251–275. https://doi.org/10.4438/1988-592X-RE-2024-404-625
Issue
Vol. 1 No. 404 (2024)
Section
Research
Author Biographies

Ildefonso Marqués-Perales, Universidad de Sevilla. Departamento de Sociología

Ildefonso Marqués Perales (Ph.D. Sociology, Universidad Pontificia de Salamanca). Professor of Sociology at the Universidad de Sevilla. His field of study is social classes and social mobility. He has published two books (Génesis de la teoría social de Pierre Bourdieu [Genesis of the Social Theory of Pierre Bourdieu], CIS 2009; La movilidad social en España [Social Mobility in Spain], 2014) and is the coauthor of articles in national journals (Revista Española de Investigaciones Sociológicas and Revista Internacional de Sociología), and international journals (British Journal of Sociology, Social Indicators Research, and Research in Social Stratification and Mobility). He has been a guest lecturer at the University of Leeds (England), at Tilburg University (The Netherlands) and at the Instituto Gino Germani (Universidad de Buenos Aires).

Manuel Herrera-Usagre, Universidad de Sevilla. Departamento de Sociología

Manuel Herrera-Usagre, holding a double degree in Political Science and Sociology, has a PhD in Sociology and an Official Master's in the management and direction of social programs. With over 13 years of experience in numerous competitive calls for projects and R&D+i contracts, mainly in projects related to the sociology of health, healthcare organizations, and the evaluation of health technologies, both at the international level (DG SANTE-EC, H2020, 7FP) as well as national and regional levels. He has prepared numerous technical reports, scientific-technical advisory, outreach, or policy-papers, and possesses advanced theoretical and practical knowledge of a wide range of working procedures and practices related to evidence synthesis and the evaluation of health technologies or services. He has extensive work experience (>9 years) in medical/applied sciences and evidence synthesis, data interpretation, systematic literature reviews, and critical evaluation of scientific literature. As a result of this activity, he has published more than 40 articles and other scientific products, more than 60% in impact journals (JCR and SCOPUS), including systematic reviews. From his participation in calls for proposals, 20 successful R&D+i projects and contracts have resulted, mostly in the field of health and the evaluation of health services. In the H2020 INCASI project (4 years), he participated as a researcher and as co-manager of the University of Seville team, along with universities from England, the Netherlands, France, Italy, and others. During the ERN Assessment contract with the EC (3 years), he participated first as a collaborator in the formulation of the technical proposal, and then as a Training Officer contributing to the selection and management of the training of European reference network evaluators for the treatment of rare and low prevalence diseases (ERNs). Finally, he participates as a researcher in the Digital Health Europe project (1 year) for the replication in Italy of a mobile health app for which he himself was the IP in Spain (Listeo+). In this project, he participates in both the management and the justification of the activities carried out. He is currently participating in the SANTE/2018/B2/030 contract for the elaboration of CPGs and CDSTs for ER networks, supporting management tasks. Regarding his knowledge in the evaluation of health technologies, he has advanced knowledge of the synthesis and review of available scientific evidence, data interpretation, and critical evaluation of literature (PRISMA, AGREE II, and ADOLOPMENT methodologies). He holds an official BULLATS certificate with a C1 level in English, allowing him to present results clearly and precisely in both written and oral formats in both English and Spanish.