Higher Education Decisions in Peru: On the Role of Financial Constraints, Skills, and Family Background

Autor/inn/en	Castro, Juan F.; Yamada, Gustavo; Arias, Omar
Titel	Higher Education Decisions in Peru: On the Role of Financial Constraints, Skills, and Family Background
Quelle	In: Higher Education: The International Journal of Higher Education Research, 72 (2016) 4, S.457-486 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0018-1560
DOI	10.1007/s10734-016-0040-x
Schlagwörter	Higher Education; Decision Making; Poverty; Access to Education; Family Income; Parent Background; Educational Background; Foreign Countries; Cognitive Ability; Educational Finance; Correlation; Scholarships; Equal Education; Enrollment Trends; Efficiency; Urban Areas; College Attendance; Credit (Finance); Peru + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Decision-making; Entscheidungsfindung; Armut; Education; Access; Bildung; Zugang; Bildungszugang; Familieneinkommen; Elternhaus; Vorbildung; Ausland; Denkfähigkeit; Bildungsfonds; Korrelation; Scholarship; Stipendium; Effectiveness; Effektivität; Wirkungsgrad; Urban area; Stadtregion; College; Colleges; Attendance; Hochschule; Fachhochschule; Anwesenheit; Credit; Kredit
Abstract	This paper analyzes the relative importance of short-term financial constraints "vis-a-vis" skills and other background factors when explaining higher education access in Peru. We focus on the disparities in university enrollment between rich and poor households. We use a novel household survey that includes special tests to measure cognitive and socio-emotional skills of the urban population age 14-50. These are complemented with retrospective data on basic education and family socioeconomic conditions in a multinomial model. We find that the strong correlation between university enrollment and family income in urban Peru is not only explained by short-term credit constraints, but also by poor cognitive skills and by family and educational backgrounds affecting tastes and aptitudes for formal education. Family income explains, at most, half of the university access gap between poor and non-poor households. The other half is related to differences in parental education, educational backgrounds, and cognitive skills. Our results indicate that credit or scholarship schemes alone will not suffice to change the regressive nature of higher education enrollment in Peru, and that such programs will face strong equity-efficiency trade-offs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01