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DIE 03/20 - La influencia del contexto en la transmisión educativa en Uruguay: tres aproximaciones empíricas

ISSNISSN/ISBN: 2301-1963
AutorAuthor/s: Soto, Santiago

This study focuses on the influence of contexts on educational results (measured by the years of formal schooling) in Uruguay using the Longitudinal Survey of Social Protection for the cohorts born between 1955 and 1989. Three complementary approaches are used in order to get a clearer picture of these influences. The percentage of the variance in years of education explained by each model is used as a summary measure of each approach. The results show that father’s education explains 28.6% and mother’s 29.2%. When a broad set of observable circumstances is considered from an equality of opportunities approach, this value was estimated at 39.6%. The family and neighbourhood contexts shared by siblings were estimated at 63% of the variance of the schooling years. The analysis of subsequent cohorts shows that the importance of contexts has been growing consistently under any of the three approaches in the last cohorts studied. No relevant differences were found in the estimates for men and women separately.

 
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