Indigenous student's educational conditions associated to the admission tests of the higher education in Costa Rica: A multi-level analysis

 

Authors
Moreira-Mora, Tania Elena
Format
ConferenceObject
Status
publishedVersion
Description

A group of researchers at the Instituto Tecnológico de Costa Rica (TEC) and the Universidad de Costa Rica (UCR) posed the question if the indigenous student’s cultural, linguistic and educational features could affect their performance on the admission tests for these state universities. Objective: Estimate the degree and nature of some of the main educational disadvantages of the indigenous groups in their access to the higher education. Methodology: This is an exploratory and descriptive research administered to a sample of 82 students in four different indigenous high schools, plus one rural (n=18) and other urban (n=153). The data collection was held from 2011 to 2012. In the multilevel regression model, the first level variables were their age, traveling time, native language, self-classification ethnic and ethnic identity. The second level was the group’s cluster and kind of school. The dependent variables were the scores gotten from two specific tests and the admission tests (PAA) of the UCR and TEC. Conclusion: The students from indigenous high schools, who are above the average age, tend to get a lower score at the admission tests. That is why their probabilities to access to a public college are less than the rural and urban group.

Publication Year
2014
Language
Español
Topic
Educación superior
Pruebas académicas
Métodos estadísticos
Indígenas
Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education
Fuente
RepositorioTEC
Get full text
http://hdl.handle.net/10810/15490
http://hdl.handle.net/2238/10452
Derechos
openAccess
Licencia
Attribution-NonCommercial-NoDerivatives 4.0 International