Transitar sin morir en el intento

El estudio de casos resulta una estrategia adecuada para la puesta enpráctica de los conocimientos adquiridos en una asignatura y por lo tanto,facilita la transferencia de conocimientos teóricos a la práctica. Comoafirma De Miguel (2006) los casos son situaciones tomadas o inspiradasen la realidad y engarzados dialécticamente con la teoría y la práctica enun proceso reflexivo que se convierte, a su vez, en aprendizajesignificativo.

La "ceguera de género" en la orientación universitaria

Esta contribución intenta hacer una aportación a la calidad de la orientación universitaria considerando que un elemento de calidad es una orientación atravesada por la perspectiva de género (Donoso-Vázquez, 2012), con conciencia de los efectos debilitadores de una sociedad sesgada por el género y con propuestas de programas de orientación educativa y profesional que combatan el sexismo y los roles de género. Se realiza un recorrido por fuentes documentales sobre las experiencias de empoderamiento de las mujeres en ES y se argumentan las dificultades con que se encuentra la ES para integrar la perspectiva de género en las diferentes disciplinas. Se proponen dos vías de acción para paliar las desiguales por razón de género en el marco de las instituciones de educación superior a través de la acción orientadora.

La "ceguera de género" en la orientación universitaria

Esta contribución intenta hacer una aportación a la calidad de la orientación universitaria considerando que un elemento de calidad es una orientación atravesada por la perspectiva de género (Donoso-Vázquez, 2012), con conciencia de los efectos debilitadores de una sociedad sesgada por el género y con propuestas de programas de orientación educativa y profesional que combatan el sexismo y los roles de género. Se realiza un recorrido por fuentes documentales sobre las experiencias de empoderamiento de las mujeres en ES y se argumentan las dificultades con que se encuentra la ES para integrar la perspectiva de género en las diferentes disciplinas. Se proponen dos vías de acción para paliar las desiguales por razón de género en el marco de las instituciones de educación superior a través de la acción orientadora.

Nous reptes de l'orientació en el context educatiu

Este trabajo efectúa, en un primer momento, una reflexión sobre el papel que ha de jugar la orientación y la acción tutorial en una educación de calidad. Por eso, se realiza un análisis del escenario educativo, señalando algunas de las principales características y destacando el protagonismo que debería tener la orientación y la acción tutorial en todo el proceso educativo. Una vez hecha esta reflexión, se plantean los nuevos roles i funciones que debe asumir la orientación y la acción tutorial en la realidad educativa, si quiere cumplir los objetivos que se le han encomendado. Para afrontar de manera efectiva los nuevos retos, se deben concretar las estructuras y la organización que se requiere, todo ello para una mejor operativización, implantación y consolidación de la orientación y acción tutorial en los centros educativos.

Transición a la vida adulta de jóvenes con discapacidad intelectual. La opinión de los profesionales de servicios escolares y postescolares = Transition to adulthood of young people with intellectual disabilities. Views of professionals from school and postschool services

La transición a la edad adulta y vida activa es un proceso extremadamente complejo para los jóvenes con discapacidad. Para plantear propuestas de actuación que mejoren sus oportunidades de conseguir objetivos relacionados con la inclusión laboral y social en la vida adulta es imprescindible el diagnóstico en profundidad del contexto en que se construyen y desarrollan los procesos de transición. En este artículo se presenta un estudio en el que se ha aplicado el método Delphi con el propósito de obtener datos sobre la adecuación de los servicios o dispositivos que trabajan con jóvenes con discapacidad a lo largo de su proceso de transición a la edad adulta y vida activa, tanto en el escenario escolar como en el postescolar. Se han constituido dos paneles de expertos, uno con profesionales del ámbito educativo y otro con profesionales que trabajan en servicios postescolares. En ambos casos, los ejes temáticos son: visión del proceso de transición, aspectos curriculares y organizativos de los servicios, existencia de itinerarios de apoyo sistematizados, trabajo colaborativo entre profesionales, acciones de orientación con familias, adecuación de las alternativas postescolares, la formación de los profesionales, y coordinación de servicios. El análisis de los cuestionarios permite constatar las principales dificultades percibidas por los expertos en cada uno de los ámbitos y establece líneas básicas de actuación para mejorar los procesos de tránsito, entre las cuales destaca la necesidad de reforzar el papel de los equipos multiprofesionales en la articulación de redes de trabajo interprofesional

Itineraris formatius de joves en situació de risc social que participen en programes de suport acadèmic

Els programes de suport acadèmic són dispositius que pretenen esdevenir un factor compensatori en els itineraris formatius dels joves, principalment en contextos de vulnerabilitat social. Amb aquest treball es vol exemplificar un cas concret, comparant les dades estadístiques del Departament d’Educació amb les dades d’un centre obert. També s’exposen els factors que incideixen en la concreció dels itineraris d’aquests joves per tal de determinar si els programes de suport acadèmic han esdevingut una pràctica d’èxit

El Papel de la motivación de los asesores y profesores en el proceso de asesoramiento = The figure of the motivation of the advisers and professors in the advice process

El escenario de asesoramiento colaborativo es un espacio sociocultural donde lo que se hace y se dice condiciona el tipo de interacción que se va a dar entre las personas que participan así como la actividad que llevan a cabo de manera conjunta. En este artículo vamos a reflexionar sobre el papel de la motivación de los profesores y asesores para mantener el asesoramiento así como en las posibilidades que tiene el asesor para crear y mantener un contexto que resulte motivante para asesor y asesorados

Parental education and family characteristics: educational opportunities across cohorts in Italy and Spain

Drawing on data contained in the 2005 EU-SILC, this paper investigates the disparities in educational opportunities in Italy and Spain. Its main objective is to analyse the predicted probabilities of successfully completing upper-secondary and tertiary education for individuals with different parental backgrounds, and the changes in these probabilities across birth cohorts extending from 1940 to 1980. The results suggest that the disparities in tertiary education opportunities in Italy tend to increase over time. By contrast, the gap in educational opportunity in Spain shows a marked decrease across the cohorts. Moreover, by using an intuitive decomposition strategy, the paper shows that a large part of the educational gap between individuals of different backgrounds is “composed” of the difference in the endowment of family characteristics. Specifically, it seems that more highly educated parents are more able to endow their children with a better composition of family characteristics, which accounts for a significant proportion of the disparities in educational opportunity.

Longer-term impacts of mentoring, educational services, and incentives to learn: evidence from a randomized trial in the United States

This paper is the first to use a randomized trial in the US to analyze the short- and long-term educational and employment impacts of an afterschool program that offered disadvantaged high-school youth: mentoring, educational services, and financial rewards with the objective to improve high-school graduation and postsecondary schooling enrollment. The short-term hefty beneficial average impacts quickly faded away. Heterogeneity matters. While encouraging results are found for younger youth, and when the program is implemented in relatively small communities of 9th graders; detrimental longlived outcomes are found for males, and when case managers are partially compensated by incentive payments and students receive more regular reminders of incentives.

Mentoring, educational services, and economic incentives longer-term evidence on risky behaviors from a randomized trial

This paper is the first to use a randomized trial in the US to analyze the short- and long- term impacts of an afterschool program that offered disadvantaged high-school youth: mentoring, educational services, and financial rewards to attend program activities, complete high-school and enroll in post-secondary education on youths' engagement in risky behaviors, such as substance abuse, criminal activity, and teenage childbearing. Outcomes were measured at three different points in time, when youths were in their late-teens, and when they were in their early- and their latetwenties. Overall the program was unsuccessful at reducing risky behaviors. Heterogeneity matters in that perverse effects are concentrated among certain subgroups, such as males, older youths, and youths from sites where youths received higher amount of stipends. We claim that this evidence is consistent with different models of youths' behavioral response to economic incentives. In addition, beneficial effects found in those sites in which QOP youths represented a large fraction of the entering class of 9th graders provides hope for these type of programs when operated in small communities and supports the hypothesis of peer effects.

Exploring educational mobility in Europe

This paper is concerned with the investigation of the intergenerational mobility of education in several European countries and its changes across birth cohorts (1940-1980) using a new mobility index that considers the total degree of mobility as the weighted sum of mobility with respect to both parents. Moreover, this mobility index enables the analysis of the role of family characteristics as mediating factors in the statistical association between individual and parental education. We find that Nordic countries display lower levels of educational persistence but that the degree of mobility increases over time only in those countries with low initial levels. Moreover, the results suggest that the degree of mobility with respect to fathers and mothers converges to the same level and that family characteristics account for an important part of the statistical association between parental education and children’s schooling; a particular finding is that the most important elements of family characteristics are the family’s socio-economic status and educational assortative mating of the parents.

What are the causes of educational inequalities and of their evolution over time in Europe? Evidence from PISA

This paper provides evidence on the sources of differences in inequalities in educational scores in European Union member states, by decomposing them into their determining factors. Using PISA data from the 2000 and 2006 waves, the paper shows that inequalities emerge in all countries and in both period, but decreased in Germany, whilst they increased in France and Italy. Decomposition shows that educational inequalities do not only reflect background related inequality, but especially schools’ characteristics. The findings allow policy makers to target areas that may make a contribution in reducing educational inequalities.

Deciding where to belong: gender differences in educational trajectories and migration in a rural Spanish town

From an anthropological perspective, formal post-secondary schooling is not an abstractentity with an intrinsic value that everyone finds desirable, but rather one alternative among many that young people evaluate from their different positions in the social field. The problem discussed in this paper is the diverging life trajectories that young men and women in a concrete rural context, at the end of the 20th century, shape for themselves at the ages of 14-16, a moment of decision created by national legislation regarding mandatory education (LGE, 1970, General Education Law, and LOGSE, 1990, General Organic Law of the Education System). Despite a strong cultural norm of equal inheritance divided among all children, male and female, and despite the equal educational opportunities provided by the Spanish State, different meanings of possession and use-rights over land and the resulting culturally accepted gendered division of work converge to orient men and women differently towards post-secondary schooling. Observation of the age, gender, and civil status structure of the population led to the preliminary query: Why do men and women, in this town, behave differently with respect to migration and marriage? The main hypothesis was that women’s longer school trajectories and resulting migration and men’s anchoring in the town and their higher rates of celibacy were not drastic changes in values, in the positional-relational sense of Bourdieu (1988, 2002), but the current outcome of previously existing dissimilar relations to property that produce dissimilar mobility. Through their schooling and work choices, young men and women, at very early ages, locate themselves in, or decide to belong to, different contexts that later reveal very different possibilities of finding marriage partners. This paper is based on an ethnographic study of a small rural town (302 inhabitants in 1950; 193 in 2000) near Leon. Although this paper deals with the situation in the final decades of the 20th century, we must also consider the first half of the century, where some elements that shape this situation have their roots. Fieldwork was carried out between 1988 and 2001, in periods of differing length and intensity. The social subjects discussed here are the domestic unit and its component members. They were studied in conjunction, analyzing the life-trajectory decisions of specific persons in the framework of the domestic unit and the relations among people and property which comprise it. The tried-and-true methods of ethnographic research –participant observation, interviews, and life-histories, etc.- were employed. Archival research was also important for producing demographic data. Demographic analysis, the analysis of the composition and transformation of domestic units, and the creation of life trajectories were among the principal techniques used. The theoretical analysis was oriented by Bourdieu’s (2002) framework of the social field, habitus, and difference.