Efectos del credencialismo y de las expectativas sociales sobre el abandono escolar

  1. Poy Castro, Raquel
Aldizkaria:
Revista de educación

ISSN: 0034-8082

Argitalpen urtea: 2010

Zenbakien izenburua: Abandono temprano de la educación y la formación

Zenbakia: 1

Orrialdeak: 147-169

Mota: Artikulua

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Beste argitalpen batzuk: Revista de educación

Laburpena

Little attention was devoted to the relative impact exerted by confidence of families in education towards socioeconomic success when credentialing patterns are contrary to their expectations and the consequent effect of students dropping out of school early. Inequalities in access, permanence and graduation rates in the educative system persist in Spain because of an unbalanced labour market. Despite the development of the so called Society of Knowledge, the number of people who are available for work in relation to the number of jobs available exceeds in terms of real qualification and required skills. The composition of the workforce in terms of qualifications, social stratification, skills and occupation has been changing in a postindustrial society like the Spanish, but students and their families could find some evidence for credential inflation and an attractive opportunity of early employment for their members, who are dropping out of school. Traditionally people expect a successful academic career to be a guarantee of employment, but this is often far from reality. In scholar life, secondary students and undergraduates discover that things are not linear and don�t follow a single sequence. 40% of Spanish students under 15 repeat a year and 30% are finally dropping out of the compulsory school without their secondary level title, and the academic performance in mathematics, sciences and reading is very poor in accordance with the Pisa Report. In addition, students and their families are routinely exposed to a labour market where sixteen and seventeen year olds can work easily in low qualified positions and are eligible for construction industries or services related work. Recent studies provide evidence that the expectations for a successful graduation rate will be very difficult to achieve in the short term. In the article also we review retrospective and prospective studies reporting analytic criteria for measuring expectations and the impact of credentialism perception. Implications for further research and conditions to improve school completion rates are discussed.

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