scholarly journals Academic performance of students at the Federal University of Minas Gerais: An analysis of the socio-racial bonus policy

2018 ◽  
Author(s):  
André B. Golgher ◽  
Ernesto F. L. Amaral ◽  
Alan Vítor Coelho Neves
Keyword(s):  
Academic Performance ◽  
Affirmative Action ◽  
Federal Government ◽  
Social Inclusion ◽  
Minas Gerais ◽  
Academic Excellence ◽  
Review Committee ◽  
Affirmative Action Policy ◽  
Entrance Exam ◽  
Academic Control

Title in Portuguese: Desempenho acadêmico dos estudantes da UFMG: Uma análise da política de bônus sociorracialAbstract: This paper analyzes the academic performance of students of the Federal University of Minas Gerais (UFMG), Brazil, in order to observe differences in academic performance between students who received and who did not receive the socio-racial bonus at the entrance exam of the institution. The database with students’ socioeconomic information comes from the admission exam’s permanent review committee (“Comissão Permanente do Vestibular” – COPEVE) at UFMG. The database with information about academic performance of students was provided by the department of registry and academic control (Departamento de Registro e Controle Acadêmico – DRCA). These data were aggregated for this study. The results suggest that the academic performance is similar between students who received and who did not receive the socio-racial bonus in most comparisons. That is, this affirmative action policy seems to ban an effective one in order to promote social inclusion with academic excellence. This is an important analysis to be developed at this moment of implementation of the 2012 quota law by the Federal Government (Law #12,711).Resumo: Este trabalho faz uma análise do desempenho acadêmico de estudantes da Universidade Federal de Minas Gerais (UFMG) com o objetivo principal de verificar se há diferenças de desempenho significativas entre estudantes que receberam e não receberam o bônus sociorracial no vestibular da instituição em 2009 e 2010. O banco de dados com informações socioeconômicas dos estudantes é proveniente da Comissão Permanente do Vestibular (COPEVE) da UFMG. O banco de dados com informações sobre desempenho acadêmico dos estudantes foi disponibilizado pelo Departamento de Registro e Controle Acadêmico (DRCA) da universidade. Estes dados foram agregados para a realização deste estudo. Os resultados sugerem que o desempenho escolar entre bonistas e não bonistas é similar na grande maioria das comparações. Ou seja, a política de bônus sociorracial, implementada durante alguns anos na UFMG, não promoveu a entrada de estudantes com baixo potencial acadêmico, sendo, portanto, uma política eficaz de inclusão social sem danos para a excelência acadêmica da universidade. Esta análise é importante de ser realizada neste momento de implementação da lei de cotas de 2012 do Governo Federal (Lei nº 12.711).

scholarly journals An assessment of the Federal University of Minas Gerais's socioracial bonus on student academic performance

2018 ◽  
Author(s):  
André Braz Golgher ◽  
Ernesto F. L. Amaral ◽  
Alan Vítor Coelho Neves
Keyword(s):  
Academic Performance ◽  
Social Inclusion ◽  
Minas Gerais ◽  
Performance Information ◽  
Entrance Exam ◽  
Student Academic Performance ◽  
Global Performance ◽  
The University ◽  
Social Demographic ◽  
The Impact

Title in Portuguese: Avaliação de impacto do bônus sociorracial da UFMG no desempenho acadêmico dos estudantesAbstract: The objective of this article is to assess whether academic performance at the Federal University of Minas Gerais (Universidade Federal de Minas Gerais - UFMG) varies depending on whether students received socioracial bonuses on the institution’s entrance exam. The study analyzes the impact of different categories of this social inclusion policy. The database contains socioeconomic and academic performance information for students in their 1st, 2nd, 3rd and 4th semesters at UFMG in 2009 and 2010. A series of models were estimated to analyze differences in Semiannual Global Performance (Rendimento Semestral Global - RSG). The results suggest that RSG results for students who received and did not receive the bonus are similar, controlling for social, demographic and economic variables. This study suggests that UFMG’s socioracial bonus policy had the desired effect of including less-favored groups at the university without diminishing educational quality.Resumo: O objetivo deste artigo é avaliar se o desempenho acadêmico na Universidade Federal de Minas Gerais (UFMG) é diferenciado entre estudantes que receberam e que não receberam o bônus sociorracial no vestibular da instituição. O estudo analisa o impacto de diferentes categorias desta política de inclusão social. O banco de dados possui informações socioeconômicas e de desempenho acadêmico sobre alunos que estavam cursando os 1ºs, 2ºs, 3ºs e 4ºs semestres na UFMG nos anos de 2009 e 2010. Uma série de modelos foram estimados para analisar diferenças no Rendimento Semestral Global (RSG). Os resultados sugerem que o RSG é similar entre bonistas e não bonistas, controlando por variáveis sociais, demográficas e econômicas. Este estudo sugere que a política de bônus sociorracial da UFMG ocasionou o efeito desejado de inclusão de grupos menos favorecidos na universidade, sem diminuir a qualidade de ensino.

Affirmative action policy: Inclusion, exclusion, and the global public good

2020 ◽  
pp. 147821032094013
Author(s):  
Suchitra Gururaj ◽  
Patricia Somers ◽  
Jessica Fry ◽  
Del Watson ◽  
Francesca Cicero ◽  
...  
Keyword(s):  
Higher Education ◽  
Affirmative Action ◽  
Social Inclusion ◽  
Tertiary Education ◽  
The United States ◽  
Global Public Good ◽  
Affirmative Action Policy ◽  
Legal Studies ◽  
Equity And Access ◽  
Comparative Review

Social inclusion policy in higher education—also referenced as affirmative action, reservations, schedules, or antidiscrimination—has been used widely to promote equity and access for minority and historically discriminated subgroups who wish to participate in tertiary education. Inclusion is often protected de jure through a country’s constitution. Even so, the effects of the legislation vary according to the context within which it was instituted. This article offers a comparative review of the historical and legal evolution of social inclusion in higher education in Brazil, India, South Africa, and the United States and the educational outcomes created by systems of social inclusion around the world. The development and impacts of these policies are discussed within the frameworks of social inclusion and critical legal studies to suggest that social inclusion policy links higher education to its place.

scholarly journals Associations Between Performance on the Entrance Exam and Subsequent Academic Performance at the Federal University of Minas Gerais

2020 ◽  
Vol 8 (18) ◽  
Author(s):  
André Braz Golgher
Keyword(s):  
Academic Performance ◽  
Predictive Power ◽  
Selection Process ◽  
Minas Gerais ◽  
Entrance Exam ◽  
Entrance Exams ◽  
Second Stage ◽  
Predicting Gpa ◽  
The University ◽  
Mathematics And Science

This paper analyses associations between performance on the entrance exams and subsequent academic performance at the Federal University of Minas Gerais (UFMG). Results clearly indicate that minority students catch up with other students while attending the university. For those who entered this institution in 2009, when the first stage of the selection process was UFMG´s own exam, the Portuguese, Mathematics, and Science exams had a larger predictive power, while the humanities and foreign language exams showed non-significant results or played smaller roles in predicting GPA outcomes. For those who were selected in the entrance exam of 2012, when the National Exam of the Secondary Level (ENEM) was used as the first stage of the selection process, all four exams (Language, Mathematics, Humanities, and Science) showed positive and significant results. In addition, the second stage of UFMG´s exam had a greater predictive power when ENEM was used as the first stage of the selection process.

scholarly journals COMPARISONS OF COUNTERFACTUAL AFFIRMATIVE ACTION POLICIES AT THE FEDERAL UNIVERSITY OF MINAS GERAIS

2021 ◽  
Vol 36 (105) ◽  
Author(s):  
André Braz Golgher
Keyword(s):  
Higher Education ◽  
Academic Performance ◽  
Affirmative Action ◽  
Public Universities ◽  
Tertiary Education ◽  
Minas Gerais ◽  
Institutions Of Higher Education ◽  
Student Body ◽  
Poor Students ◽  
Education In Brazil

Tertiary education attendance in Brazil varies remarkably among different population groups. In order to decrease inequalities and increase the proportion of minorities in public universities, many institutions of higher education in Brazil have implemented affirmative action policies since the 2000s. The main objective of this paper was to analyze different counterfactual affirmative action policies at the Federal University of Minas Gerais (UFMG) based on simulations, measuring the proportion of minorities and the level of academic performance at this institution under each scenario. The current quota policy of 50% for students from public secondary schools, divided between four main groups (non-poor/non-minority; poor/non-minority; non-poor/minority; poor/minority), was shown to be well-designed to promote higher proportions of minorities among the student body. However, if academic performance is also taken into account, the best options would be either a quota policy of 50% divided between poor and non-poor students or a bonus policy based on a linear function of course competitiveness with an average bonus of 6%.

Overcoming Discrimination in Sport Management: A Systematic Approach to Affirmative Action

1989 ◽  
Vol 3 (2) ◽  
pp. 151-157 ◽  
Author(s):  
Jed Friend ◽  
Arnold LeUnes
Keyword(s):  
Affirmative Action ◽  
Systematic Approach ◽  
Sport Management ◽  
Job Analysis ◽  
Professional Baseball ◽  
Hiring Decisions ◽  
Job Descriptions ◽  
Affirmative Action Policy ◽  
Managerial Performance ◽  
Management Positions

Recently the issue of fairness in the recruitment, selection, and placement aspects of personnel management for professional baseball teams has been questioned. The only seemingly correct solution to the lack of minorities in sport management positions has been oriented toward developing and implementing affirmative action programs. This paper discusses an approach to affirmative action that emphasizes (a) job analysis, (b) job descriptions, and (c) prediction of managerial performance. It therefore serves as a caveat for those organizations that feel an adequate affirmative action policy, as a single entity, is the proper remedy for correcting past discriminatory hiring decisions.

Apathy and Academic Failure among Students: Results of a Pilot Longitudinal Study

2021 ◽  
pp. 187-200
Author(s):  
A.A. Zolotareva ◽  
Keyword(s):  
Risk Factor ◽  
Academic Performance ◽  
University Students ◽  
Perceived Stress ◽  
Academic Motivation ◽  
Academic Failure ◽  
Educational Institutions ◽  
Boredom Proneness ◽  
Academic Control ◽  
Study Engagement

The current study was aimed to examine the impact of psychological adjustment / maladjustment on the academic performance of Russian university students. Previous studies have shown that academic performance is closely related to alienation from study, study engagement, academic motivation, perceived stress, academic control, and boredom proneness. Some researchers also have suggested that adolescent apathy may be the risk factor for academic failure among university students. In turn, the American psychologist R. Handelman defined adolescent apathy as a specific state of lack of goal-setting, energy and interest, indifference to changes and experience of difficulties in making decisions in young adults [27]. In September 2019, 103 students (73 females and 30 males) aged 16 to 21 years from several Moscow universities filled out instruments assessing adolescent apathy, alienation from study, study engagement, academic motivation, perceived stress, academic control, and boredom proneness. The study was conducted at seminars in psychological disciplines. All study participants received bonus points in these disciplines. In January 2019, based on the results of the examination session, an average score was calculated for each study participant. This score became a criterion for academic performance of university students. There were no statistically significant age and gender differences in the scores of psychological adjustment / maladjustment. The one-way analysis of variance (ANOVA) revealed that adolescent apathy was the single indicator that affects the academic performance of university students. Thus, the higher scores of adolescent apathy university students showed at the beginning of the academic year, the lower the average scores they received for the first exam session. Based on these data, it was concluded that adolescent apathy is a risk factor for academic failure and can serve as a target for preventive and interventional measures related to academic failure among Russian university students. Currently, in foreign practice, programs and recommendations are being developed and implemented for teachers of higher educational institutions who are faced with the adolescent apathy outcomes. Perhaps this study, which has proved the importance of adolescent apathy in the context of academic failure among university students, will be the first step towards the development and implementation of similar programs and recommendations for Russian educational institutions.

After Kalanke and Marschall: Affirming Affirmative Action

1998 ◽  
Vol 1 ◽  
pp. 199-215 ◽  
Author(s):  
Sandra Fredman
Keyword(s):  
Affirmative Action ◽  
European Court Of Justice ◽  
Reverse Discrimination ◽  
The European Union ◽  
Advocate General ◽  
Affirmative Action Policy ◽  
Court Of Justice ◽  
European Court ◽  
Near Future ◽  
Action Case

Is it legitimate to use discriminatory policies to achieve equality? As official support for reverse discrimination or affirmative action policies becomes more common among member states of the European Union, so does the potential for legal challenge. Yet no clear answer has yet been given by the European Court of Justice. The controversial European Court of Justice decision in Kalanke, striking down an affirmative action policy, was followed only two years later by that in Marschall, which signalled a significant change in approach to affirmative action policies. This change of attitude is likely to be tested in a variety of different ways in the near future. The next affirmative action case, Badeck, is now awaiting the opinion of the Advocate General, and a Swedish case is waiting in the wings. Both these cases are likely to take the Court into far stormier waters than those already traversed in Kalanke and Marschall.

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