Abstract

NAKASONE ARASHIRO, Graciela Edith. Exploring students' attitudinal profiles of junior high schools in Montevideo; a comparative analysis to guide inclusion. Cuad. Investig. Educ. [online]. 2018, vol.9, n.2, pp.69-91. ISSN 1510-2432.  https://doi.org/10.18861/cied.2018.9.2.2855.

The objective of this study is to examine five areas of the profile of students who are in the transition stage between the first and the second cycle of secondary education, and their relationship with the inclusion process. Data were collected through five adapted psychometric questionnaires, restructured and validated to be applied to the Uruguayan student population. It was found that 36 of the 46 variables researched generated inequalities of different magnitudes. This find points to the vulnerability of student trajectories to contextual factors as well as the specific needs of academic processes. The results of the correlation and multivariate analysis showed that the five areas of development are interrelated and that the most vulnerable trajectories are associated to a set of factors that denote the socioeconomic contexts of origin. The components of development present different degrees of sensitivity to risk factors, from which it is inferred that a greater degree of sensitivity requires the coordination of more complex interventions. The interrelation of the areas is also susceptible to the progressive accumulation of positive components in favorable situations, and of negative components in unfavorable situations. This is particularly visible in the processes of educational lag and the expectations of studies and suggests that detecting the moment in which school failure begins is key to prevent educational dropouts.

Keywords : student profiles; inclusion; secondary education.

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