Social Inequality and Academic Achievement Trajectories of Schoolchildren in the City of Córdoba, Argentina

Authors

  • EMILSE DEGOY UNC
  • SILVINA BERRA UNC

DOI:

https://doi.org/10.14409/ie.v0i13.9881

Keywords:

social inequalities, academic performance, trajectories, childhood, primary school

Abstract

In a context of poverty but with a high schooling rate, this work is intended to elucidate if children in
Córdoba, Argentina, show differences in their academic
achievement (AA) trajectories associated with socioeconomic characteristics. A prospective cohort study was
conducted with schoolchildren, in which annual measurements of AA and baseline measurements of social
characteristics were collected: sex, mother’s educational
level, parental occupational stratum, socioeconomic
level (SEL) and intellectual capacity (IC). Four categories
were defined for academic achievement trajectories
according to their scores obtained in the subjects of Language and Mathematics at the beginning and end of the
conducted analysis, and in relation to their promotion
or not to the next grade by the end of each school year.
The four categories for trajectories were: distinguished,
satisfactory, regular, and unsatisfactory. Binomial and
multinomial logistic regression models were used to
examine the presence of social inequalities. Significant differences were found in academic achievement
trajectories depending on the studied socioeconomic
variables, whose effects were not independent of the
intellectual capacity. Intellectual capacity was strongly
associated with mother’s educational level, parental
occupational stratum, and SEL. The influence of social
inequalities on intellectual capacity and academic
achievement trajectory was proved.

Author Biographies

EMILSE DEGOY, UNC

Licenciada en Psicología por la Facultad de Psicología de la
Universidad Nacional de Córdoba (UNC). Doctora en Ciencias
de la Salud por Facultad de Ciencias Médicas (FCM) de la UNC.
Investigadora en el Centro de Investigación Epidemiológica y en
Servicios de Salud de la Escuela de Salud Pública, FCM, UNC.
Ha sido Becaria Doctoral del Consejo Nacional de Investigaciones
Científicas y Técnicas (CONICET), y Profesional Adscripta
en la Cátedra de Metodología de la Investigación, Facultad de
Psicología, UNC.

SILVINA BERRA, UNC

Licenciada en Nutrición, Máster en Salud Pública, Doctora
en Ciencias de la Salud. Profesora Titular (DS) de Metodología
de la Investigación, Escuela de Fonoaudiología; Profesora Adjunta
(DS) en la Escuela de Salud Pública de la Facultad de Ciencias
Médicas (FCM) en la Universidad Nacional de Córdoba (UNC).
Investigadora Adjunta de la Carrera de Investigador Científico
del Consejo Nacional de Investigaciones Científicas y Técnicas
(CONICET) en el Centro de Investigaciones y Estudios sobre
Cultura y Sociedad (CIECS).

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Published

2020-12-11

How to Cite

DEGOY, E., & BERRA, S. (2020). Social Inequality and Academic Achievement Trajectories of Schoolchildren in the City of Córdoba, Argentina. Itinerarios Educativos, (13), 85–109. https://doi.org/10.14409/ie.v0i13.9881

Issue

No. 13 (2020): Itinerarios Educativos

Section

Research

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