Bridging the Gap: Mismatch Effects and Catch-Up Dynamics in a Brazilian College Affirmative Action. Working Paper 31403

Autor/inn/en	Oliveira, Rodrigo; Santos, Alei; Severnini, Edson R.
Institution	National Bureau of Economic Research (NBER)
Titel	Bridging the Gap: Mismatch Effects and Catch-Up Dynamics in a Brazilian College Affirmative Action. Working Paper 31403
Quelle	(2023) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Affirmative Action; Higher Education; College Admission; Access to Education; Educational Quality; Talent; Disadvantaged; Educational Policy; Comparative Analysis; Academic Persistence; Dropouts; College Graduates; Foreign Countries; Educational Attainment; Brazil + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Hochschulzugang; Hochschulzulassung; Zulassung; Education; Access; Bildung; Zugang; Bildungszugang; Quality of education; Bildungsqualität; Begabung; Hochbegabung; Politics of education; Bildungspolitik; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Hochschulabsolvent; Hochschulabsolventin; Ausland; Bildungsabschluss; Bildungsgut; Brasilien
Abstract	Affirmative action in higher education can lead to mismatch, where students admitted through preferential treatment struggle academically due to inadequate preparation before college. Although some students may face initial challenges, by providing access to quality education for talented individuals who might have otherwise been overlooked due to systemic disadvantages, these programs may enable students to bridge the gap and catch up to their peers. In this study, we examine the effects of a quota-type affirmative action policy on gaps in college outcomes between potential beneficiaries and non-beneficiaries. Using comprehensive administrative data from a leading Brazilian university which implemented affirmative action in 2005, we find that compared to their non-quota peers, potential quota beneficiaries are less likely to progress smoothly through college and less likely to graduate, a result that is mostly driven by those who would not be admitted to the university otherwise. Notably, however, most of these differences shrink as the students progress through college, suggesting a catch-up effect between those groups. While potential quota students initially face challenges, resulting in a reduced course load in their early college years, they compensate by taking more credits in later years to ultimately graduate. [Additional funding for this report was provided by the Heinz College at Carnegie Mellon University, the Federal University of Bahia (UFBA), and the World Institute for Development Economics Research (UNU-WIDER).] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01