The Desire to Be the First University Generation. Admission and Graduation in Young People from Popular Sectors

Authors

DOI:

https://doi.org/10.4067/S0718-73782018000100129

Keywords:

Education, University, Young, Social class, School dropout

Abstract

This article investigates the strategies and difficulties faced by university students from popular sectors of the Metropolitan Area of Buenos Aires (amba). At the methodological level, observations and twenty in-depth interviews were carried out at four public universities of the amba. Among the results, it is observed that reasons for desertion are interrelated: the lack of a proper space to study, the greater distance of travel, intermittent educational trajectories and the lack of nearby referents that facilitate the transmission of academic capital. Finally, the factors that contribute to the institutional affiliation process are described, among which stand out the greater institutional involvement and use of available resources –libraries and tutorials–, the interaction with the peer group of the institution, the center of students and extended entrance courses.

Author Biography

Joaquín Linne, Universidad de Buenos Aires

Sociólogo, Magíster en Comunicación y Cultura y Doctor en Ciencias Sociales. Investigador del Consejo Nacional de Investigaciones Científicas y Técnicas (CONICET) con sede en el Instituto Gino Germani de la Universidad de Buenos Aires (UBA). Docente-investigador de la Universidad Nacional de Lanús (UNLa) y de la UBA. Desde 2015 da clases en los cursos de ingreso de ambas instituciones. Ha publicado un libro en coautoría y diversos artículos sobre jóvenes de sectores populares, educación y tecnologías de la información y comunicación. Participa de grupos de investigación en estas instituciones y en Flacso, donde continúa indagando sobre estas problemáticas.

Published

2018-05-15

How to Cite

Linne, J. (2018). The Desire to Be the First University Generation. Admission and Graduation in Young People from Popular Sectors. Latin American Journal of Inclusive Education, 12(1), 129–147. https://doi.org/10.4067/S0718-73782018000100129