Publicación: Discapacidad, becas y logro educativo en la Educación Superior
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2019
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Atribución 4.0 Internacional
info:eu-repo/semantics/openAccess
info:eu-repo/semantics/openAccess
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Universidad de Jaén: Grupo de investigación: "Desarrollo e Investigación de la Educación en Andalucía" (D.I.E.A.)
Resumen
El acceso y las trayectorias de los estudiantes de grupos vulnerables e infrarrepresentados constituyen un verdadero reto para el desarrollo de la dimensión social de la educación superior. En este sentido, la educación superior debe promover la inclusión educativa, la equidad participativa y la igualdad de oportunidades, aspirando a que los estudiantes que ingresan, participan y culminan sus estudios reflejen la diversidad social. El objetivo de este estudio es describir y comparar el perfil y las trayectorias de los estudiantes con discapacidad becados versus los no becados en la cohorte de acceso a la Universidad de Barcelona (UB) del 2011. Se ha realizado un estudio cuantitativo, ex post facto, descriptivo-comparativo, no experimental y longitudinal donde se han analizado los datos procedentes de la base institucional que integra información sociodemográfica, socioeconómica y académica de los estudiantes con discapacidad. Los resultados indican que nos encontramos ante un perfil no convencional de estudiantes tanto si son becados como si no, cuyas tasas de rendimiento son inferiores en los estudiantes becados, mientras que las tasas de persistencia e idoneidad en la graduación son superiores en este subgrupo de población. No obstante, las tasas de idoneidad en la graduación distan mucho de ser satisfactorias en ambos subgrupos de población.
The access and the paths of vulnerable and underrepresented student groups constitute a challenge for the development of the social dimension of higher education. In this sense, higher education should promote educational inclusion, participatory equity and equal opportunities, aspiring that the student body entering, participating in and completing higher education reflect the social diversity. The objective of this study is to describe and to compare the profile and the paths of students with disability scholarship holders versus nonscholarship holders in the access cohort to the University of Barcelona (UB) in the 2011-2012 academic year, through the rates of academic performance, persistence and suitability at graduation. A quantitative, ex post facto, descriptive-comparative, non-experimental and longitudinal study has been carried out. We have analyzed the data proceeding from an institutional base that integrates sociodemographic, socioeconomic and academic information of the students with disability. The results show that we are facing with a nonconventional student profile whether they are scholarship holders or not, whose performance rates are lower in the scholarship holders, while the rates of persistence and suitability at graduation are higher in this population group. Nevertheless, graduation suitability rates are far from being satisfactory in both population groups.
The access and the paths of vulnerable and underrepresented student groups constitute a challenge for the development of the social dimension of higher education. In this sense, higher education should promote educational inclusion, participatory equity and equal opportunities, aspiring that the student body entering, participating in and completing higher education reflect the social diversity. The objective of this study is to describe and to compare the profile and the paths of students with disability scholarship holders versus nonscholarship holders in the access cohort to the University of Barcelona (UB) in the 2011-2012 academic year, through the rates of academic performance, persistence and suitability at graduation. A quantitative, ex post facto, descriptive-comparative, non-experimental and longitudinal study has been carried out. We have analyzed the data proceeding from an institutional base that integrates sociodemographic, socioeconomic and academic information of the students with disability. The results show that we are facing with a nonconventional student profile whether they are scholarship holders or not, whose performance rates are lower in the scholarship holders, while the rates of persistence and suitability at graduation are higher in this population group. Nevertheless, graduation suitability rates are far from being satisfactory in both population groups.
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Categorías UNESCO
Palabras clave
becas, discapacidad, estudiantes universitarios, idoneidad en la graduación, rendimiento académico, persistencia, academic performance, disability, persistence, scholarships, suitability at graduation, university students
Citación
Centro
Facultad de Ciencias Políticas y Sociología
Departamento
Sociología I, Teoría, Metodología y Cambio Social