{"id":3017,"date":"2025-09-17T14:31:43","date_gmt":"2025-09-17T13:31:43","guid":{"rendered":"https:\/\/www.ub.edu\/school-sociology\/?p=3017"},"modified":"2025-09-17T14:31:43","modified_gmt":"2025-09-17T13:31:43","slug":"transition-to-post-compulsory-education-in-catalonia-the-impact-of-migrant-background-gender-and-school-composition","status":"publish","type":"post","link":"https:\/\/www.ub.edu\/school-sociology\/es\/transition-to-post-compulsory-education-in-catalonia-the-impact-of-migrant-background-gender-and-school-composition\/","title":{"rendered":"Transici\u00f3n a la educaci\u00f3n postobligatoria en Catalu\u00f1a: el impacto del origen migrante, el g\u00e9nero y la composici\u00f3n escolar"},"content":{"rendered":"<img loading=\"lazy\" class=\"size-medium wp-image-3018 alignleft\" src=\"https:\/\/www.ub.edu\/school-sociology\/wp-content\/uploads\/2025\/09\/pce1-300x300.jpg\" alt=\"\" width=\"300\" height=\"300\" srcset=\"https:\/\/www.ub.edu\/school-sociology\/wp-content\/uploads\/2025\/09\/pce1-300x300.jpg 300w, https:\/\/www.ub.edu\/school-sociology\/wp-content\/uploads\/2025\/09\/pce1-150x150.jpg 150w, https:\/\/www.ub.edu\/school-sociology\/wp-content\/uploads\/2025\/09\/pce1-100x100.jpg 100w, https:\/\/www.ub.edu\/school-sociology\/wp-content\/uploads\/2025\/09\/pce1-140x140.jpg 140w, https:\/\/www.ub.edu\/school-sociology\/wp-content\/uploads\/2025\/09\/pce1-350x350.jpg 350w, https:\/\/www.ub.edu\/school-sociology\/wp-content\/uploads\/2025\/09\/pce1.jpg 400w\" sizes=\"(max-width: 300px) 100vw, 300px\" \/>Un estudio reciente titulado <em>\u201c<\/em><a href=\"https:\/\/www.sciencedirect.com\/science\/article\/pii\/S0883035524000089\"><em>Transition to post-compulsory education according to migrant background and gender in Catalonia: Exploring the effect of non-native student concentration<\/em><\/a><em>\u201d<\/em>, realizado por nuestra investigadora <a href=\"https:\/\/www.ub.edu\/school-sociology\/es\/miembros\/marina-elias\/\">Marina Elias Andreu<\/a>, junto con Albert S\u00e1nchez-Gelabert (Universitat Aut\u00f2noma de Barcelona) y Noan Bouvier (\u00c9cole Normale Sup\u00e9rieure de Rennes), analiza c\u00f3mo los j\u00f3venes toman decisiones sobre si continuar sus estudios y qu\u00e9 itinerario educativo seguir. El an\u00e1lisis se basa en datos de m\u00e1s de 82.000 estudiantes en su \u00faltimo a\u00f1o de educaci\u00f3n obligatoria en Catalu\u00f1a y se centra en el impacto del origen migrante, el g\u00e9nero y la composici\u00f3n social de los centros escolares.<\/p>\n<p>Los resultados muestran que la mayor\u00eda de estudiantes decide seguir estudiando, siendo m\u00e1s populares los itinerarios acad\u00e9micos frente a los formativos. Sin embargo, surgen diferencias significativas seg\u00fan el perfil del alumnado: los estudiantes de origen no nativo \u2014especialmente los chicos\u2014 tienden a elegir opciones menos prestigiosas o consideradas de menor riesgo, y presentan un mayor riesgo de abandono escolar. Por el contrario, las chicas, especialmente las de origen nativo, se inclinan m\u00e1s por los itinerarios acad\u00e9micos.<\/p>\n<p>Curiosamente, el estudio revela que los estudiantes nativos, independientemente del g\u00e9nero, tienen mayor probabilidad de abandonar los estudios. Asimismo, muestra que la concentraci\u00f3n de alumnado de origen migrante en un centro influye en estas transiciones: en escuelas con una composici\u00f3n m\u00e1s equilibrada, las diferencias por origen tienden a reducirse.<\/p>\n<p>La investigaci\u00f3n pone de relieve la necesidad de afrontar la segregaci\u00f3n escolar y mejorar la orientaci\u00f3n educativa desde un enfoque inclusivo y equitativo, con el objetivo de garantizar la igualdad de oportunidades para todo el alumnado, independientemente de su origen o g\u00e9nero.<\/p>\n<p><strong>\u00a1Descubre m\u00e1s sobre la investigaci\u00f3n de la UB School of Sociology! Explora la <\/strong><a href=\"https:\/\/www.ub.edu\/school-sociology\/es\/research\/researchers\/\"><strong>lista completa de nuestros investigadores<\/strong><\/a><strong> y sus \u00faltimas publicaciones <\/strong><a href=\"https:\/\/www.ub.edu\/school-sociology\/es\/research\/research-groups\/\"><strong>aqu\u00ed<\/strong><\/a><strong>.<\/strong>","protected":false},"excerpt":{"rendered":"<p>Un estudio reciente titulado \u201cTransition to post-compulsory education according to migrant background and gender in Catalonia: Exploring the effect of non-native student concentration\u201d, realizado por nuestra investigadora Marina Elias Andreu,&#8230;<\/p>\n","protected":false},"author":2,"featured_media":3018,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":[],"categories":[19],"tags":[],"_links":{"self":[{"href":"https:\/\/www.ub.edu\/school-sociology\/es\/wp-json\/wp\/v2\/posts\/3017"}],"collection":[{"href":"https:\/\/www.ub.edu\/school-sociology\/es\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.ub.edu\/school-sociology\/es\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.ub.edu\/school-sociology\/es\/wp-json\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/www.ub.edu\/school-sociology\/es\/wp-json\/wp\/v2\/comments?post=3017"}],"version-history":[{"count":1,"href":"https:\/\/www.ub.edu\/school-sociology\/es\/wp-json\/wp\/v2\/posts\/3017\/revisions"}],"predecessor-version":[{"id":3019,"href":"https:\/\/www.ub.edu\/school-sociology\/es\/wp-json\/wp\/v2\/posts\/3017\/revisions\/3019"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/www.ub.edu\/school-sociology\/es\/wp-json\/wp\/v2\/media\/3018"}],"wp:attachment":[{"href":"https:\/\/www.ub.edu\/school-sociology\/es\/wp-json\/wp\/v2\/media?parent=3017"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.ub.edu\/school-sociology\/es\/wp-json\/wp\/v2\/categories?post=3017"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.ub.edu\/school-sociology\/es\/wp-json\/wp\/v2\/tags?post=3017"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}