Social Inequalities and Study Choices: Dynamics of Exclusion in Access to Higher Education in Ecuador.
Saved in:
| Title: | Social Inequalities and Study Choices: Dynamics of Exclusion in Access to Higher Education in Ecuador. |
|---|---|
| Alternate Title: | Desigualdades sociales y elecciones de carrera: Dinámicas de exclusión en el acceso a la educación superior en Ecuador. Desigualdades sociais e escolhas de curso: Dinâmicas de exclusão no acesso ao ensino superior no Equador. |
| Authors: | Bustamante, Francisca1 francisca.bustamante@uab.cat, Bonal, Xavier1 xavier.bonal@uab.cat, Tarabini, Aina1 aina.tarabini@uab.cat |
| Source: | Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas. 4/28/2026, Vol. 34 Issue 39-41, p1-28. 28p. |
| Subject Terms: | *Higher education, *Affirmative action programs, *Elitism in education, *College entrance examinations, *Educational change, Socioeconomics, Equality |
| Geographic Terms: | Ecuador |
| Abstract (English): | Despite the global expansion of higher education, studies show that merit-based admission systems do not necessarily eliminate social inequalities. Instead, they may reproduce barriers to entry or widen horizontal gaps linked to prestige and quality hierarchies among institutions and degrees. In 2012, Ecuador introduced a higher education reform that established a single admission system based on standardized test scores and secondary school grades as the main entry criterion, while incorporating measures to promote inclusion through affirmative action. This study examines vertical and horizontal inequalities shaped under Ecuador’s higher education admission system. Analyzing data from 2020 applicants, it assesses how social inequalities are reproduced through application scores and study choices. The results indicate that students from lower socioeconomic backgrounds, those with nontraditional educational trajectories, and those with prior educational disadvantages not only tend to achieve lower admission but also exhibit a reduced likelihood of choosing highly selective institutions or degrees, regardless of their scores. These findings challenge the assumption that access to the most selective programs is based solely on academic merit and problematize the rhetoric of ‘free choice’ in students’ transitions to higher education, contributing to the comparative analysis of access policies that combine merit-based criteria with affirmative action. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): | A pesar de la expansión global de la educación superior, diversos estudios muestran que los sistemas de admisión basados en el mérito no necesariamente eliminan las desigualdades sociales. Por el contrario, pueden reproducir barreras de acceso o ampliar la s brechas horizontales vinculadas a jerarquías de prestigio y calidad entre instituciones y programas de estudio. En 2012, Ecuador introdujo una reforma de la educación superior que estableció un sistema único de admisión basado en los puntajes de pruebas estandarizadas y las calificaciones de la educación secundaria como principal criterio de ingreso, incorporando al mismo tiempo medidas para promover la inclusión mediante una política de acción afirmativa. Este estudio examina las desigualdades verticales y horizontales configuradas bajo el sistema de admisión a la educación superior en Ecuador. A partir del análisis de datos de postulantes del año 2020, se evalúa cómo las desigualdades sociales se reproducen a través de los puntajes de postulación y las elecciones de carrera. Los resultados indican que los estudiantes de menores niveles socioeconómicos, aquellos con trayectorias educativas no tradicionales y quienes presentan desventajas educativas previas no solo tienden a obtener puntajes de admisión más bajos, sino que también muestran una menor probabilidad de elegir instituciones o programas altamente selectivos, independientemente de sus puntajes. Estos hallazgos cuestionan el supuesto de que el acceso a los programas más selectivos se basa exclusivamente en el mérito académico y problematizan la retórica de la "libre elección" en las transiciones de los estudiantes hacia la educación superior, contribuyendo al análisis comparado de las políticas de acceso que combinan criterios meritocráticos con acciones afirmativas. [ABSTRACT FROM AUTHOR] |
| Abstract (Portuguese): | Apesar da expansão global do ensino superior, diversos estudos mostram que os sistemas de admissão baseados no mérito não eliminam necessariamente as desigualdades sociais. Pelo contrário, podem reproduzir barreiras de acesso ou ampliar as desigualdades horizontais associadas a hierarquias de prestígio e qualidade entre instituições e cursos. Em 2012, o Equador introduziu uma reforma do ensino superior que estabeleceu um sistema único de admissão baseado nas pontuações de testes padronizados e nas notas do ensino secundário como principal critério de acesso, ao mesmo tempo que incorporou medidas para promover a inclusão por meio de ações afirmativas. Este estudo examina as desigualdades verticais e horizontais que se configuram no sistema de admissão ao ensino superior no Equador. A partir da análise de dados de candidatos de 2020, avalia-se como as desigualdades sociais se reproduzem através das pontuações de admissão e das escolhas de estudo. Os resultados indicam que estudantes de contextos socioeconômicos mais baixos, aqueles com trajetórias educacionais não tradicionais e aqueles com desvantagens educacionais prévias não apenas tendem a obter pontuações de admissão mais baixas, como também apresentam menor probabilidade de escolher instituições ou cursos altamente seletivos, independentemente das suas pontuações. Esses resultados questionam o pressuposto de que o acesso aos programas mais seletivos se baseia exclusivamente no mérito acadêmico e problematizam a retórica da "livre escolha" nas transições dos estudantes para o ensino superior, contribuindo para a análise comparativa de políticas de acesso que combinam critérios meritocráticos com ações afirmativas. [ABSTRACT FROM AUTHOR] |
| Copyright of Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas is the property of Educational Policy Analysis Archives & Education Review and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| Abstract: | Despite the global expansion of higher education, studies show that merit-based admission systems do not necessarily eliminate social inequalities. Instead, they may reproduce barriers to entry or widen horizontal gaps linked to prestige and quality hierarchies among institutions and degrees. In 2012, Ecuador introduced a higher education reform that established a single admission system based on standardized test scores and secondary school grades as the main entry criterion, while incorporating measures to promote inclusion through affirmative action. This study examines vertical and horizontal inequalities shaped under Ecuador’s higher education admission system. Analyzing data from 2020 applicants, it assesses how social inequalities are reproduced through application scores and study choices. The results indicate that students from lower socioeconomic backgrounds, those with nontraditional educational trajectories, and those with prior educational disadvantages not only tend to achieve lower admission but also exhibit a reduced likelihood of choosing highly selective institutions or degrees, regardless of their scores. These findings challenge the assumption that access to the most selective programs is based solely on academic merit and problematize the rhetoric of ‘free choice’ in students’ transitions to higher education, contributing to the comparative analysis of access policies that combine merit-based criteria with affirmative action. [ABSTRACT FROM AUTHOR] |
|---|---|
| ISSN: | 10682341 |
| DOI: | 10.14507/epaa.34.9069 |
