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    Reflections on failing students, social inequality and gender equality in undergraduate students

    Reflexiones en torno a la reprobación estudiantil, desigualdad social y equidad de género en estudiantes de licenciatura

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    Silva Gutiérrez, Blanca Noemí
    Rodríguez Téllez, Amada Lydia
    Vicente Flores, Raúl
    Ruíz de Alba, Miguel Antonio
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    http://revistas.ustabuca.edu.co/index.php/ESPIRAL/article/view/151
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    TY - GEN T1 - Reflections on failing students, social inequality and gender equality in undergraduate students T1 - Reflexiones en torno a la reprobación estudiantil, desigualdad social y equidad de género en estudiantes de licenciatura AU - Silva Gutiérrez, Blanca Noemí AU - Rodríguez Téllez, Amada Lydia AU - Vicente Flores, Raúl AU - Ruíz de Alba, Miguel Antonio PB - Universidad Santo Tomás seccional Bucaramanga AB - The present study is part of a research initiative conducted at the University of Guadalajara during the period of 2009-2012. Its objective is to take a comprehensive approach to the analysis of factors which, from the perspective of students enrolled, impact academic failure among Bachelor's degree candidates at the Centro Universitario de Ciencias Económico Administrativas—CUCEA—who find themselves under irregular status by virtue of articles 33, 34, and 35 of University Standards and Regulations. It is worth noting that student failure is a manifestation of the problems induced by social inequality—although failed students were once granted the opportunity to attend the university as a result of a highly competitive selection process, as matriculated students they face situations rooted in a socio-economical and institutional context that cause them to experience a possible expulsion from the major of their choosing due to rigid institutional criteria for classroom attendance as well as a lack of support and effective programs for the vulnerable group in question. It is also worth analyzing academic achievement from a gender perspective, as student performance exhibits positive indicators among women in terms of a higher matriculation than men (56.6%) as well as a lower index of failure (42%). This article provides an analysis of the factors that incite failure among students and outlines proposals that will allow their advancement in the educational process. ER - @misc{11634_8182, author = {Silva Gutiérrez Blanca Noemí and Rodríguez Téllez Amada Lydia and Vicente Flores Raúl and Ruíz de Alba Miguel Antonio}, title = {Reflections on failing students, social inequality and gender equality in undergraduate studentsReflexiones en torno a la reprobación estudiantil, desigualdad social y equidad de género en estudiantes de licenciatura}, year = {}, abstract = {The present study is part of a research initiative conducted at the University of Guadalajara during the period of 2009-2012. Its objective is to take a comprehensive approach to the analysis of factors which, from the perspective of students enrolled, impact academic failure among Bachelor's degree candidates at the Centro Universitario de Ciencias Económico Administrativas—CUCEA—who find themselves under irregular status by virtue of articles 33, 34, and 35 of University Standards and Regulations. It is worth noting that student failure is a manifestation of the problems induced by social inequality—although failed students were once granted the opportunity to attend the university as a result of a highly competitive selection process, as matriculated students they face situations rooted in a socio-economical and institutional context that cause them to experience a possible expulsion from the major of their choosing due to rigid institutional criteria for classroom attendance as well as a lack of support and effective programs for the vulnerable group in question. It is also worth analyzing academic achievement from a gender perspective, as student performance exhibits positive indicators among women in terms of a higher matriculation than men (56.6%) as well as a lower index of failure (42%). This article provides an analysis of the factors that incite failure among students and outlines proposals that will allow their advancement in the educational process.}, url = {} }RT Generic T1 Reflections on failing students, social inequality and gender equality in undergraduate students T1 Reflexiones en torno a la reprobación estudiantil, desigualdad social y equidad de género en estudiantes de licenciatura A1 Silva Gutiérrez, Blanca Noemí A1 Rodríguez Téllez, Amada Lydia A1 Vicente Flores, Raúl A1 Ruíz de Alba, Miguel Antonio PB Universidad Santo Tomás seccional Bucaramanga AB The present study is part of a research initiative conducted at the University of Guadalajara during the period of 2009-2012. Its objective is to take a comprehensive approach to the analysis of factors which, from the perspective of students enrolled, impact academic failure among Bachelor's degree candidates at the Centro Universitario de Ciencias Económico Administrativas—CUCEA—who find themselves under irregular status by virtue of articles 33, 34, and 35 of University Standards and Regulations. It is worth noting that student failure is a manifestation of the problems induced by social inequality—although failed students were once granted the opportunity to attend the university as a result of a highly competitive selection process, as matriculated students they face situations rooted in a socio-economical and institutional context that cause them to experience a possible expulsion from the major of their choosing due to rigid institutional criteria for classroom attendance as well as a lack of support and effective programs for the vulnerable group in question. It is also worth analyzing academic achievement from a gender perspective, as student performance exhibits positive indicators among women in terms of a higher matriculation than men (56.6%) as well as a lower index of failure (42%). This article provides an analysis of the factors that incite failure among students and outlines proposals that will allow their advancement in the educational process. OL Spanish (121)
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    Abstract
    The present study is part of a research initiative conducted at the University of Guadalajara during the period of 2009-2012. Its objective is to take a comprehensive approach to the analysis of factors which, from the perspective of students enrolled, impact academic failure among Bachelor's degree candidates at the Centro Universitario de Ciencias Económico Administrativas—CUCEA—who find themselves under irregular status by virtue of articles 33, 34, and 35 of University Standards and Regulations. It is worth noting that student failure is a manifestation of the problems induced by social inequality—although failed students were once granted the opportunity to attend the university as a result of a highly competitive selection process, as matriculated students they face situations rooted in a socio-economical and institutional context that cause them to experience a possible expulsion from the major of their choosing due to rigid institutional criteria for classroom attendance as well as a lack of support and effective programs for the vulnerable group in question. It is also worth analyzing academic achievement from a gender perspective, as student performance exhibits positive indicators among women in terms of a higher matriculation than men (56.6%) as well as a lower index of failure (42%). This article provides an analysis of the factors that incite failure among students and outlines proposals that will allow their advancement in the educational process.
     
    El presente trabajo es parte de una investigación realizada en la Universidad de Guadalajara durante el período 2009-2012. Tiene por objetivo analizar desde un enfoque integral, los aspectos que desde la perspectiva de los estudiantes inciden en la reprobación estudiantil de las licenciaturas del Centro Universitario de Ciencias Económico Administrativas -CUCEA-, que se encuentran en estatus irregular por aplicación de los artículos 33, 34 y 35 de la normatividad universitaria. Interesa destacar que la reprobación es una manifestación de los problemas sociales provocados por la desigualdad social, porque a pesar de que los reprobados tuvieron la oportunidad de ingresar a la universidad después de un proceso de selección altamente competitivo, como estudiantes universitarios enfrentan situaciones derivadas del contexto económico social e institucional que los llevan a vivir la posible exclusión de la carrera que cursan a partir de los rígidos criterios institucionales para la permanencia en las aulas y la falta de apoyos o programas efectivos para este grupo vulnerable. También interesa analizar desde un acercamiento a la perspectiva de género, el desempeño académico de las y los universitarios, que muestra indicadores positivos en las mujeres, tanto en términos de matrícula mayor que la de los varones (56.6%) y en los índices de reprobación menor (42%). En este documento se analizan los factores de reprobación de las y los estudiantes y se plantean propuestas que les permitan avanzar en el proceso de educativo. 
     

     

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