A influência da origem social na probabilidade de concluir os diferentes cursos de ensino superior

The article analyzes the impact of parental schooling and family income on students’ chances of obtaining a college degree, considering variation in the economic return of undergraduate degrees. We rely on data from Enade to estimate logistic regression models. The results show that, in general, students with more educated parents have a greater likelihood of obtaining a degree. However, in public institutions, parental schooling has no effect on the odds of finishing tertiary education.  Furthermore, parents’ schooling exerts greater influence on the odds of conclusion of those degrees providing greater economic rewards in the job market. Family income increases students’ chances of obtaining a degree in both private and public institutions. Also, we find that the effect of family income is the same, regardless of the economic returns of students’ degree.O artigo analisa a influência da escolaridade do pai e da renda familiar nas chances de conclusão do ensino superior no Brasil, considerando as diferenças no retorno econômico dos cursos de graduação. Para realizar a análise, utilizamos microdados do Enade e calculamos modelos logísticos. Os resultados principais mostram que, no geral, ter pais com escolaridade mais alta aumenta as chances de conclusão dos cursos. No entanto, no setor público, a escolaridade do pai não tem efeito sobre a probabilidade de concluir o ensino superior. Além disso, a escolaridade do pai exerce maior influência nas chances de conclusão dos cursos de alto retorno econômico. A renda familiar aumenta as chances de conclusão do curso, tanto no setor público quanto no setor privado da educação. Também encontramos efeitos similares para a renda familiar independente do retorno econômico dos curso

The influence of social origin on the probability of obtaining a college degree

O artigo analisa a influência da escolaridade do pai e da renda familiar nas chances de conclusão do ensino superior no Brasil, considerando as diferenças no retorno econômico dos cursos de graduação. Para realizar a análise, utilizamos microdados do Exame Nacional de Desempenho de Estudantes (Enade) e calculamos modelos logísticos. Os resultados principais mostram que, no geral, ter pais com escolaridade mais alta aumenta as oportunidades de conclusão dos cursos. No entanto, no setor público, a escolaridade do pai não tem efeito sobre a probabilidade de concluir o ensino superior. Além disso, a escolaridade do pai exerce maior influência nas chances de conclusão dos cursos de alto retorno econômico. A renda familiar aumenta as probabilidades de conclusão do curso, tanto no setor público como no setor privado da educação. Também encontramos efeitos similares para a renda familiar, independente do retorno econômico dos cursos.The article analyzes the impact of parental schooling and family income on students’ chances of obtaining a college degree, considering variation in the economic return of undergraduate degrees. We rely on data from National Student Performance Exam (Enade) to estimate logistic regression models. The results show that, in general, students with more educated parents have a greater likelihood of obtaining a degree. However, in public institutions, parental schooling has no effect on the odds of finishing tertiary education. Furthermore, parents’ schooling exerts greater influence on the odds of conclusion of those degrees providing greater economic rewards in the job market. Family income increases students’ chances of obtaining a degree in both private and public institutions. Also, we find that the effect of family income is the same, regardless of the economic returns of students’ degree

Family resources and cognitive performance by primary school students in Brazil

This article discusses the processes by which family structure affects students' cognitive performance in Brazilian schools. The article's basic premise is that family influence is not a uni-dimensional construct, and the study thus uses four dimensions to capture such influence. The effects of these factors on students' performance are measured through a school attainment analysis model. The data are compatible with a model in which the parents' involvement acts as a mediating factor for the action of cultural resources, which in turn depend on economic resources, which have only indirect effects on students' cognitive performance in primary school

Recursos Familiares e o Desempenho Cognitivo dos Alunos do Ensino Básico Brasileiro

This article discusses the processes by which family structure affects students´ cognitive performance in Brazilian schools. The article´s basic premise is that family influence is not a uni-dimensional construct, and the study thus uses four dimensions to capture such influence. The effects of these factors on students performance are measured through a school attainment analysis model. The data are compatible with a model in which the parents´ involvement acts as a mediating factor for the action of cultural resources, which in turn depend on economic resources, which have only indirect effects on students´ cognitive performance in primary school

Modus tollens, the holism of Duhem-Quine and the social sciences: le holisme de Duhem-Quine et les sciences sociales

Lidée que linférence scientifique revient à appliquer le Modus Tollens à des énoncés donnés jouit aujourdhui dun statut canonique dans les sciences sociales. Cette idée demande que des énoncés sur le monde disposent dun capital de conséquences empiriques capable dêtre isolé et dit comme leur étant propre. Mais, selon la vision holistique des connaissances proposée par Duhem-Quine, cette demande ne peut pas être satisfaite. Dans cet article, on discute les implications, pour les sciences sociales, de la critique holistique du modèle canonique dinférence scientifique, compte tenu que deux ouvrages essentiels dans ce domaine des connaissances, Le Suicide, dÉmile Durkheim, et LÉthique protestante et lesprit du capitalisme, de Max Weber, sont tous deux tributaires du modèle canonique cité

O modus tollens, o holismo de Duhem-Quine e as ciências sociais

The idea that scientific interference consists of the exercise of directing the modus tollens to given statements currently enjoys canonical status in the social sciences. This idea requires that statements about the world have a supply of empirical consequences that can be isolated and referred to as proper to them. However, according to Duhem-Quine?s holistic vision of knowledge, such a demand cannot be met. This article discusses the implications, for the social sciences, of the holistic critique towards the canonical model of scientific interference, given that two pillars of this area of knowledge, i.e., Suicide, by Émile Durkheim, and The Protestant Ethic and the Spirit of Capitalism, by Max Weber, are tributaries of said canonical model