Socioeconomic Characteristics as Factors of Academic Success on the Exame Nacional de Cursos Among Undergraduate Students of Selected Study Programs in Brazil

<p>This study investigated the possible relationships among socioeconomic characteristics as factors influencing the success levels of Brazilian students. Data were provided by the 2002 <em>Exame Nacional de Cursos</em> [National Examination of Study Programs], or <em>ENC</em> , in five <em>cursos</em> . For this study, the following programs, representing three levels of prestige, were selected: low (Modern Letters and History), middle (Law), and high (Medicine and Dentistry). The purpose was to gain a deeper understanding of the issues associated with relationships among various socioeconomic characteristics, as well as to gain a more global understanding of the implications of the socioeconomic process as a whole. The following variables were selected: gender, socioeconomic status (family income), parents' education, and race/color.</p> <p><em>Method</em>. I used the Statistical Package for the Social Sciences, or SPSS, with an emphasis in the <em>AnswerTree</em> module. Probability-concepts were also used, along with bi-dimensional graphic representation and analysis. Students were designated as belonging to one of two groups: (a) the high score group, or students who obtained a general score above the 75th percentile on the <em>ENC</em> , and (b) the low score group, or students who obtained a general score below the 25th percentile on the <em>ENC</em>.</p> <p><em>Results</em>. This study demonstrated that both the <em>AnswerTree</em> test and the Probability calculations point to similar conclusions: (a) Race is not a significant variable to define either low or high scores, with the one exception being for Mulattos in Medicine; (b) gender, family income, and parents' education are significant for both low and high scores for low prestige <em>cursos</em> ; (c) family income and parents' education are significantly associated with middle prestige careers; and (d) none of the independent variables are related to low or high scores for high-prestige careers.</p> <p><em>Conclusion</em>. More privileged students tend to get higher scores in low-prestige <em>cursos</em>. Less privileged students tend to get lower scores in low-prestige <em>cursos</em>. Public high-school students tend to choose low-prestige <em>cursos</em> and students from private high-schools tend to choose high-prestige <em>cursos</em>. The selection process excludes those who are not as well prepared for the entrance exam (<em>vestibular</em>) and those from lower socioeconomic levels are not as well prepared.</p>

Name thesis:degree_name

Doctor of Philosophy

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Educational Leadership PhD

Year

2006

Author dc:creator

• Arrais de Matos, Josmar Sionti

Contributors dc:contributor

• James A. Tucker
• Hinsdale Bernard
• Eliseu N. Menegusso

• Education
• Education Economics
• Higher Education

Repository record dc:identifier

https://digitalcommons.andrews.edu/dissertations/198

OAI identifier oai:identifier

oai:digitalcommons.andrews.edu:dissertations-1197