100
Views
0
CrossRef citations to date
0
Altmetric
Research Article

Compensatory advantage after the first year at university in the Catalan system: between continuing, transferring and dropping out

ORCID Icon & ORCID Icon
Received 11 Aug 2023, Accepted 05 Nov 2023, Published online: 10 Nov 2023

References

  • Abad Esteve, F., and C. Àlvarez Ramos. 2019. “Abandono Universitario: Revisión del Tipo, del Cálculo y de su Alcance.” Índice: Revista de Estadística y Sociedad (73): 32–35.
  • Alonso-Carmona, C., and E. Martín-Criado. 2022. “Analizar Sociológicamente la Implicación Escolar Parental: «el Tiempo Importa» / Sociological Analysis of Parental Involvement in Schooling: “time Matters”.” Revista Española de Investigaciones Sociológicas 179: 3–20. https://doi.org/10.5477/cis/reis.179.3.
  • Barone, C., K. Barg, and M. Ichou. 2021. “Relative Risk Aversion Models: How Plausible are their Assumptions?” Rationality and Society 33 (2): 143–175. https://doi.org/10.1177/1043463121994087.
  • Barone, C., M. Triventi, and G. Assirelli. 2018. “Explaining Social Inequalities in Access to University: A Test of Rational Choice Mechanisms in Italy.” European Sociological Review 34 (5): 554–569. https://doi.org/10.1093/esr/jcy028.
  • Beekhoven, S., U. De Jong, and H. Van Hout. 2002. “Explaining Academic Progress via Combining Concepts of Integration Theory and Rational Choice Theory.” Research in Higher Education 43 (5): 577–600. https://doi.org/10.1023/A:1020166215457.
  • Berlanga Silvente, V., M.P. Figuera Gazo, and E. Pons Fanals. 2018. “Modelo predictivo de persistencia universitaria: estudiantes con beca salario.” Educación XX1 21 (1): 209–230. https://doi.org/10.5944/educXX1.15611.
  • Bernardi, F., and H. Cebolla. 2014. “Clase social de origen y rendimiento escolar como predictores de las trayectorias educativas.” Revista Española de Investigaciones Sociológicas 146 (1): 3–22. https://doi.org/10.5477/cis/reis.146.3.
  • Bernardi, F., and M. Triventi. 2020. “Compensatory Advantage in Educational Transitions.” Acta Sociologica 63 (1): 40–62. https://doi.org/10.1177/0001699318780950.
  • Boylan, R.L. 2020. “Predicting Postsecondary Pathways: The Effect of Social Background and Academic Factors on Routes through School.” Socius: Sociological Research for a Dynamic World 6: 237802311989517. https://doi.org/10.1177/2378023119895174.
  • Breen, R., and J.H. Goldthorpe. 1997. “Explaining Educational Differentials.” Rationality and Society 9 (3): 275–305. https://doi.org/10.1177/104346397009003002.
  • Breen, R., H.G. van de Werfhorst, and M.M. Jæger. 2014. “Deciding under Doubt: A Theory of Risk Aversion, Time Discounting Preferences, and Educational Decision-Making.” European Sociological Review 30 (2): 258–270. https://doi.org/10.1093/esr/jcu039.
  • Breen, R., and M. Yaish. 2006. “Testing the Breen – Goldthorpe Model of Educational Decision Making.” In Mobility and Inequalities: Frontiers of Research in Sociology and Economics, edited by Gary S. Fields, Stephen L. Morgan, and David B. Grusky, 232–258. Stanford: Stanford University Press.
  • Casta, A. 2017. “Nicolas Charles, Enseignement supérieur et justice sociale. Sociologie des expériences étudiantes en Europe.” Sociologie Du Travail 59. https://doi.org/10.4000/sdt.900.
  • Corominas, A., and V. Sacristán. 2022. “El Sistema Universitari Català: Dades i Singularitats. Què s’hi ha de preservar, què s’hi ha de corregir.”
  • Deil-Amen, R., and S. Goldrick-Rab. 2009. “Institutional Transfer and the Management of Risk in Higher Education.” In American Sociological Association 2009 Annual Meeting (WISCAPE Working Papers). WISCAPE.
  • Denice, P. 2019. “Trajectories through Postsecondary Education and Students’ Life Course Transitions.” Social Science Research 80: 243–260. https://doi.org/10.1016/j.ssresearch.2019.02.005.
  • Elias, M., L. Daza, H. Troiano, and A. Sánchez-Gelabert. 2023. “Desigualdad en las transiciones educativas en España. El efecto compensación.” Revista Mexicana de Sociologia 85 (1): 39–70.
  • Fernández-Mellizo, M., and A. Constante-Amores. 2020. “Factors Associated to the Academic Performance of New Entry Students at Complutense University of Madrid.” Revista de Educacion 2020(387): 213–240. https://doi.org/10.4438/1988-592X-RE-2020-387-433.
  • Fernández Mellizo-Soto, M. 2022. Análisis del abandono de los estudiantes de grado en las universidades presenciales en España. Ministerio de Universidades. Madrid: Ministerio de Universidades.
  • Figuera-Gazo, P., Mercedes Torrado-Fonseca, J. Llanes-Ordóñez, and S. Romero-Rodríguez. 2020. “Equity and Course Advancement in University Students: The Case of Business Administration and Management.” In International Perspectives on Research in Educational and Career Guidance (Issue January), edited by B. Malik-Liévano, B. Álvarez-González, M.F. Sánchez-García, and B.A. Irving. Springer. https://doi.org/10.1007/978-3-030-26135-1
  • García Montalvo, J. 2018. “The Impact of Progressive Tuition Fees on Dropping Out of Higher Education : A Regression Discontinuity Design.” (No. 1017).
  • Goldrick-Rab, S., and F.T. Pfeffer. 2009. “Beyond Access: Explaining Socioeconomic Differences in College Transfer.” Sociology of Education 82 (2): 101–125. https://doi.org/10.1177/003804070908200201.
  • Gonida, E., and F. Peixoto. 2019. “SUnStAR O1.” Literature Review and Conceptualization. September 58. https://doi.org/10.13140/RG.2.2.30077.92648.
  • Haas, C. 2023. “Not Only Enrollment and Retention: Comparing the Study Trajectories at German Universities and Universities of Applied Sciences.” Studies in Higher Education, https://doi.org/10.1080/03075079.2023.2203163.
  • Haas, C., and A. Hadjar. 2020. “Students’ Trajectories through Higher Education: A Review of Quantitative Research.” Higher Education, https://doi.org/10.1007/s10734-019-00458-5.
  • Helland, H., and E. Hovdhaugen. 2022. “Degree Completion in Short Professional Courses: Does Family Background Matter?” Journal of Further and Higher Education 46 (5): 680–694. https://doi.org/10.1080/0309877X.2021.1998394.
  • Herbaut, E. 2021. “Overcoming Failure in Higher Education: Social Inequalities and Compensatory Advantage in Dropout Patterns.” Acta Sociologica 64 (4): 383. https://doi.org/10.1177/0001699320920916.
  • Hovdhaugen, E. 2011. “Do Structured Study Programmes Lead to Lower Rates of Dropout and Student Transfer from University?” Irish Educational Studies 30 (2): 237–251. https://doi.org/10.1080/03323315.2011.569143.
  • Langa, D. 2020. “El precio de estudiar en la universidad española para los jóvenes de clases populares Impacto de la reforma de las tasas universitarias de 2012 a través de los discursos de los estudiantes.” Revista Mexicana de Investigacion Educativa 25 (86): 603–625.
  • Langa, D., and M.E. David. 2006. “‘A Massive University or a University for the Masses?’ Continuity and Change in Higher Education in Spain and England.” Journal of Education Policy 21 (3): 343–365. https://doi.org/10.1080/02680930600600630.
  • Lassibille, G. 2011. “Student Progress in Higher Education: What we have Learned from Large-Scale Studies.” The Open Education Journal 4: 1–8. https://doi.org/10.2174/1874920801104010001.
  • Lassibille, G., and M.L.N. Gómez. 2009. “Tracking Students’ Progress through the Spanish University School Sector.” Higher Education 58 (6): 821–839. https://doi.org/10.1007/s10734-009-9227-8.
  • Lin, Y., M.P. Fay, and J. Fink. 2023. “Stratified Trajectories: Charting Equity Gaps in Program Pathways Among Community College Students.” Research in Higher Education, https://doi.org/10.1007/s11162-022-09714-7.
  • Mize, T.D. 2019. “Best Practices for Estimating, Interpreting, and Presenting Nonlinear Interaction Effects.” Sociological Science 6: 81–117. https://doi.org/10.15195/v6.a4.
  • Müller, N., K. Pforr, and O. Hochman. 2017. The Effect of Parental Wealth on Children’s Educational Decisions in Germany: Compensation or Demotivation?. München: Open Science Framework.
  • Murdoch, J., P.C. Kamanzi, and P. Doray. 2011. “The Influence of PISA Scores, Schooling and Social Factors on Pathways to and within Higher Education in Canada.” Irish Educational Studies 30 (2): 215–235. https://doi.org/10.1080/03323315.2011.569142.
  • Nathan Marti, C. 2008. “Latent Postsecondary Persistence Pathways: Educational Pathways in American Two-Year Colleges.” Research in Higher Education 49 (4): 317–336. https://doi.org/10.1007/s11162-007-9083-2.
  • Orr, D., G. Atherton, A. Usher, I. Geanta, and C. Haj. 2017. Study on the Impact of Admission Systems on Higher Education Outcomes (Issue October). European Comission. https://doi.org/10.2766/943076
  • Pfeffer, F.T., and S. Goldrick-Rab. 2011. “Unequal Pathways through American Universities” (Discussion Paper no. 1391-11). http://www.irp.wisc.edu/publications/dps/pdfs/dp139111.pdf.
  • Picard, F., C. Trottier, and P. Doray. 2011. “Conceptualiser les parcours scolaires à l’enseignement supérieur.” L’Orientation Scolaire et Professionnelle 40 (3). https://doi.org/10.4000/osp.3531.
  • Reay, D., G. Crozier, and J. Clayton. 2010. “‘Fitting in’ or ‘Standing Out’: Working-Class Students in UK Higher Education.” British Educational Research Journal 36 (1): 107–124. https://doi.org/10.1080/01411920902878925.
  • Robinson, R.A. 2004. “Pathways to Completion: Patterns of Progression through a University Degree.” Higher Education 47 (1): 1–20. https://doi.org/10.1023/B:HIGH.0000009803.70418.9c.
  • Robinson, R.A., and L.J. Bornholt. 2007. “Pathways Theory of Progression through Higher Education.” Australian Journal of Educational & Developmental Psychology 7: 49–62.
  • Rodríguez-Muñiz, L.J.J., A.B.B. Bernardo, M. Esteban, and I. Díaz. 2019. “Dropout and Transfer Paths: What are the Risky Profiles When Analyzing University Persistence with Machine Learning Techniques?” PLoS One 14 (6): e0218796–13. https://doi.org/10.1371/journal.pone.0218796.
  • Sacristán, V., and J. França. 2013. “El preu de la carrera. Preus universitaris 2013-14 a Catalunya i anàlisi de l’evolució del preu total dels estudis.” http://www.observatoriuniversitari.org/blog/2013/07/18/el-preu-de-la-carrera/.
  • Sánchez-Gelabert, A.. 2020. “Non-traditional students, university trajectories, and higher education institutions: A comparative analysis of face-to-face and online universities.” Studia Paedagogica 25 (4): 51–72. https://doi.org/10.5817/SP2020-4-3.
  • Sianou-Kyrgiou, E., and I. Tsiplakides. 2011. “Similar Performance, but Different Choices: Social Class and Higher Education Choice in Greece.” Studies in Higher Education 36 (1): 89–102. https://doi.org/10.1080/03075070903469606.
  • Tieben, N. 2020. “Non-Completion, Transfer, and Dropout of Traditional and Non-Traditional Students in Germany.” Research in Higher Education 61 (1): 117–141. https://doi.org/10.1007/s11162-019-09553-z.
  • Tinto, V. 1975. “Dropout from Higher Education: A Theoretical Synthesis of Recent Research.” Review of Educational Research 45 (1): 89–125. https://doi.org/10.3102/00346543045001089.
  • Tinto, V. 2017. “Through the Eyes of Students.” Journal of College Student Retention: Research, Theory & Practice 19 (3): 254–269. https://doi.org/10.1177/1521025115621917.
  • Troiano, H, D. Torrents, and L. Daza. 2021. “Compensation for poor performance through social background in tertiary education choices.” Studies in Higher Education 46 (6): 1225–1240. https://doi.org/10.1080/03075079.2019.1666262.
  • Troiano, H, D. Torrents, A. Sánchez-Gelabert, and L. Daza. 2017. “Evolución del acceso a la universidad y de la elección de titulación universitaria entre la población joven en Catalunya.” Cuadernos de Relaciones Laborales 35 (2): 281–303. https://doi.org/10.5209/CRLA.56775.
  • Valdés, M.T. 2021. “The Evolution of Educational Expectations in Spain (2003–2018): An Analysis of Social Inequality Using PISA.” International Journal of Sociology of Education 10 (1): 82–113. https://doi.org/10.17583/rise.2020.6413.
  • Villar-Aguilés, A., F.J. Hernàndez i Dobon, and R. García-Ros. 2017. “Reubicándose en la universidad. Propuesta de una tasa de reubicaciones a partir de un estudio de trayectorias educativas.” RELIEVE - Revista Electrónica de Investigación y Evaluación Educativa 23. https://doi.org/10.7203/relieve.23.1.9059.
  • Vossensteyn, J.J., A. Kottmann, B.W.A. Jongbloed, F. Kaiser, L. Cremonini, B. Stensaker, E. Hovdhaugen, and S. Wollscheid. 2015. “Dropout and Completion in Higher Education in Europe: Main Report.” In European Commission Education and Culture. https://doi.org/10.2766/023254

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.