Student Movements and User Fees: Trends in the Effect of Social Background and Family Income on Access to Mexican Higher Education, 1984-1996

2000 ◽  
Vol 16 (1) ◽  
pp. 141-163
Author(s):  
David Post
Keyword(s):  
Higher Education ◽  
Family Income ◽  
Social Background ◽  
User Fees ◽  
Student Movements

Student Movements and User Fees: Trends in the Effect of Social Background and Family Income on Access to Mexican Higher Education, 1984-1996

2000 ◽  
Vol 16 (1) ◽  
pp. 141-163 ◽  
Author(s):  
David Post
Keyword(s):  
Higher Education ◽  
Family Income ◽  
Family Background ◽  
Social Background ◽  
Equality Of Opportunity ◽  
User Fees ◽  
Student Movements ◽  
Public Higher Education ◽  
The Impact ◽  
Income Quartile

The 1999 strike at the Universidad Nacional Autónoma de México (UNAM) mobilized students around the demand for free public higher education to promote equality of opportunity. In the wake of that movement, it is necessary to evaluate the effects of user fees and of free tuition in promoting equality of opportunity. For this purpose, I used the Encuesta Nacional de Ingreso-Gasto to gauge the impact of family background and household income on the chances for attending higher education since 1984. Despite the low user fees charged in Mexico's public universities during the period, the data show that selectivity by family income worsened. Private universities, always selective, remained so. More worrisome is the fact that, by the mid 1990s, young people living in the poorest income quartile of households were less than ten times as likely to attend public higher education, as compared with children from the richest quartile of households. Free tuition in itself is unlikely to promote equality of access, because the beneficiaries of free tuition--increasingly--came from upper income families. / La huelga de 1999 en la Universidad Nacional Autónoma de México (UNAM) mobilizó a los estudiantes en torno a la exigencia de una educación pública gratuita que promoviera una igualdad en la oportunidad a acceder a instituciones de educación superior. En el despertar de ese movimiento, es necesario evaluar los efectos de los pagos del usuario y de la enseñanza gratuita en la promoción de dicha igualdad de oportunidad. Por ende, utilicé la Encuesta Nacional de Ingreso-Gasto para calcular el impacto que han tenido el trasfondo social familiar y los ingresos de la familia en cuanto al acceso a la educación avanzada desde 1984. A pesar que durante el período ya mencionado las universidades públicas de México cobran muy poco al estudiante, las estadisticas ejemplifican que las universidades públicas no aceptan a los estudiantes a base de los ingresos familiares del estudiante. Las universidades privadas, que siempre han sido selectivas, continúan siéndolo. Lo que preocupa más es que, para mediados de la década de los noventa, la juventud que vive en los sectores más pobres ha perdido la oportunidad diez veces más de asistir a universidades públicas que los jóvenes que viven en sectores más adinerados de la ciudad. No es probable que la enseñanza gratuita en sí promueva la igualdad de acceso a universidades públicas, ya que los beneficiarios de la enseñanza gratuita--cada vez más--provienen de familias con altos ingresos.

scholarly journals The profile of vulnerable students using the university psychosocial and medical care services

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
M Papadakaki ◽  
F Sarakatsianou ◽  
V Tsismeli ◽  
G Lapidakis ◽  
M Karapiperaki
Keyword(s):  
Higher Education ◽  
Family Income ◽  
Psychosocial Support ◽  
Academic Progress ◽  
Health Examination ◽  
The European Union ◽  
Psychosocial Needs ◽  
Development Education ◽  
Medical Unit ◽  
Set Up

Abstract Background Increasing the capacity of higher education institutes to address students' vulnerabilities has been deemed necessary due to the financial crisis. Multilevel interventions have thus been initiated at the Hellenic Mediterranean University of Crete, as part of a project co-financed by Greece and the European Union (European Social Fund-ESF) through the Operational Programme <<Human Resources Development, Education and Lifelong Learning 2014- 2020 >> (MIS 5045937). The project aims to offer support to students with low family income or a certified disability, monitor their bio-psychosocial needs, increase their accessibility to health and psychosocial care, and improve their academic outcomes. Methods As part of the project, a primary health care unit has been set up to offer medical and nursing care (medical unit) as well as psychosocial support (counseling centre) to students in need. An observatory has also been set up to monitor their health and psychosocial needs and their academic progress. Results A total of 228 eligible students used the services in the second half of 2019 (counseling centre 37; medical unit 191). Out of the 37 individuals who used the counseling centre, 30 (81.0%) were female and 16 (43.2%) were at the first 2 years of their studies. A total of 36 (97.3%) requested psychological support, 6 (16.2%) warranted social welfare services and 1 (2.7%) support for learning disabilities. As for the 191 individuals who used the medical services, 101 (52.8%) were male and 88 (46.0%) were at first 2 years of their studies. Most of them had a health examination to receive a health certificate (74.8%) followed by those who received emergency care (e.g. respiratory infection, allergic reaction, injury, etc), chronic disease management and medicine subscription, as well as vaccination. Conclusions Complex bio-psychosocial needs have been identified, recorded and analyzed to explain the academic progress of socially vulnerable students. Key messages The students’ journey through medical and counseling services is being mapped to offer important information for educational policy. Assessment and monitoring of students’ complex needs are important to achieve quality in higher education.

scholarly journals The Effect of Financial Risk Tolerance and Family Income on Entrepreneurial Intention in Higher Education Sector of District Swabi

2021 ◽  
Vol VI (I) ◽  
pp. 24-37
Author(s):  
Rehan Zeb ◽  
Naveed Hussain Shah ◽  
Muhammad Arif
Keyword(s):  
Higher Education ◽  
Sample Size ◽  
Financial Risk ◽  
Family Income ◽  
Entrepreneurial Intention ◽  
Risk Tolerance ◽  
Education Sector ◽  
Public And Private ◽  
Financial Risk Tolerance ◽  
The Relationship

The study examines the effect of family income (FI) and financial risk tolerance (FRT) on entrepreneurial intention in students of Universities of the Higher Education Sector located in district Swabi. This is an explanatory and co relational study carrying a sample size of 330 out of the total of all 501 students from public and private Universities in Swabi. Financial determinants are prominent aspects of the study contributing to entrepreneurial intention. The study has established the relationship between FI and FRT on EI of universities of the Higher Education Sector located in district Swabi. The study is a contribution to the rare work on the relationship between financial determinants and entrepreneurial intention. The study revealed that FI and FRT significantly affect EI, whereas the order of contribution of these determinants on EI are evident their coefficients are FRT and FI.

Tracking in Israeli high schools: social inequality after 50 years of educational reforms

2021 ◽  
Author(s):  
Eyal Bar-Haim ◽  
Yariv Feniger
Keyword(s):  
Higher Education ◽  
Secondary Education ◽  
Social Inequality ◽  
Structural Changes ◽  
Social Background ◽  
Data Set ◽  
Life Chances ◽  
Academic Tracks ◽  
Track Placement ◽  
Parental Class

This paper provides an overview of tracking in Israeli upper secondary education and assesses its effect on the attainment of higher education degrees and earnings. Since the early 1970’s, the Israeli education system has gone through three major reforms that profoundly transformed tracking and sorting mechanisms in secondary education. All three aimed at reducing social inequality in educational attainment through structural changes that expanded learning opportunities and replaced rigid top-down sorting mechanisms with concepts of differentiation and choice. Utilising a data set that includes a large representative sample of Israelis born between 1978 and 1981 who were fully affected by the reforms, the analysis shows that there is a clear link between social background and track placement. Track placement, in turn, is associated with attainment of higher education degrees and income. Moreover, tracking mediates a large proportion of the association between parental class and these two adult outcomes. We also show that the low-status academic tracks that replaced the vocational tracks did not improve the life chances of low-achieving students from disadvantaged social groups.<br /><br />Key messages<br /><ul><li>We analyze the relation between social background, secondary education tracking and later life achievements using registry data.</li><br /><li>The results show that tracking mediates a large proportion of the association between background and outcomes High-tier vocational tracks improved the chances of students.</li><br /><li>Low-status academic tracks did not improve the life chances of low background students.</li></ul>

A Dream Realized

2020 ◽  
pp. 46-67
Author(s):  
Nate Bryant
Keyword(s):  
Higher Education ◽  
Low Income ◽  
Family Income ◽  
Positive Impact ◽  
Higher Education Institutions ◽  
Vulnerable Population ◽  
Low Income Students ◽  
Total Family Income ◽  
Institutional Structures ◽  
Changing Demographics

This chapter presents the characteristics and challenges that low-income students face culturally, socially, and academically, and identifies services that have a positive impact on their retention. Low-income students are defined as students whose total family income is below $50,000 a year. While higher education institutions boast about the increase in low-income students enrolling in college, the data show that the retention of these students is not as praiseworthy. Colleges and universities have not been nimble in meeting students where they are academically. Rather, they expect students to navigate the institutional structures and cultures that pre-date the changing demographics of higher education. Recognizing the characteristics of low-income students in relation to education, and understanding the challenges they face, will be helpful to higher education institutions as they create programs to meet the needs of this most vulnerable population.

scholarly journals International mobility and education inequality among Brazilian undergraduate students

2020 ◽  
Vol 80 (4) ◽  
pp. 779-796
Author(s):  
Alice Dias Lopes
Keyword(s):  
Higher Education ◽  
Undergraduate Students ◽  
Parental Education ◽  
Family Income ◽  
International Mobility ◽  
Education Inequality ◽  
Higher Education Expansion ◽  
Education Expansion ◽  
Science Without Borders

Abstract This paper aims to understand the effect of international mobility in higher education on Brazilian education inequality by examining the Science Without Borders programme for undergraduate students. The SWB aimed to award 101,000 scholarships for Brazilian undergraduate students to conduct part of their studies in a foreign university between 2011 and 2015. This paper draws on research on education inequalities and international mobility to investigate the patterns of inequality among undergraduate students participating in the SWB, considering the period of higher education expansion in Brazil. Using the ENEM datasets, inequality of access and inequality within the programme were analysed. The results show that students with parents with higher levels of education and higher income were more likely to participate in the SWB programme. Moreover, students with higher parental education and family income tended to study at a prestigious university during the programme.

Lessons from the Cold War: Military Service and College Education

2005 ◽  
Vol 78 (3) ◽  
pp. 250-266 ◽  
Author(s):  
Alair MacLean
Keyword(s):  
Higher Education ◽  
World War Ii ◽  
Transition To Adulthood ◽  
Military Service ◽  
Turning Point ◽  
College Education ◽  
Social Background ◽  
Individual Characteristics ◽  
Educational Trajectories ◽  
The Cold War

Since World War II, the federal government has provided funds to pay for the education of veterans through the GI bill. Yet, these funds were unavailable from 1955 to 1965. This article considers four potentially overlapping hypotheses to describe the effect of military service on veterans' educational attainment in the absence of government funding. Military service may have (1) reproduced civilian status defined by social background, (2) reflected the process of selection on the basis of individual characteristics, (3) changed men's educational trajectories by providing a positive turning point, or (4) disrupted the educational portion of the transition to adulthood. The results indicate that veterans who were drafted were less likely than were nonveterans and veterans who were not drafted to go on to college, which is consistent with the disruption hypothesis, and that military service diverted academically ambitious men from their plans for higher education. Thus, military service disrupted some men's educational trajectories, but may also be described as a turning point with negative, rather than positive, consequences for the pursuit of higher education.

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