Family structure and the performance of Brazilian students: An analysis using the oaxaca-ransom methodology with SAEB 2019 Data

IF 2.8 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Development Pub Date : 2025-04-26 DOI:10.1016/j.ijedudev.2025.103291

Ivana Carla Strapazzon , Marco Túlio Aniceto França , Gustavo Saraiva Frio

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引用次数: 0

Abstract

This study aimed to assess the relationship between the academic performance of Brazilian students and two- and single-parent family structures. Faced with new family compositions, the prevalence of single-parent families increased by 32 % (2000–2010), according to official statistics (IBGE). Compared to traditional arrangements (two-parent arrangements), aspects related to the time available to monitor children at school are weakened. In addition, single-parent families have lower family income. The methodology chosen was the Oaxaca-Ransom and the dataset was obtained from the SAEB exam using students in their fifth year of elementary school in 2019. A higher average academic performance was observed in the two-parent arrangement when comparing the students in both groups. However, in the analysis of the single-mother segment, a discrepancy was identified regarding favorable performance for the female single-mother segment. Given this, it can be concluded that the family environment affects educational performance.

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家庭结构和巴西学生的表现：使用瓦哈卡赎金方法与SAEB 2019数据进行分析

本研究旨在评估巴西学生的学业表现与双亲和单亲家庭结构之间的关系。根据官方统计（IBGE），面对新的家庭组成，单亲家庭的流行率增加了32% %（2000-2010）。与传统的安排（双亲安排）相比，与在学校监督儿童的时间有关的方面被削弱了。此外，单亲家庭的家庭收入也较低。选择的方法是瓦哈卡-兰森，数据集来自SAEB考试，使用的是2019年小学五年级的学生。当比较两组学生时，观察到双亲安排的学生平均学业成绩更高。然而，在对单身母亲细分市场的分析中，发现了女性单身母亲细分市场有利表现的差异。由此可见，家庭环境会影响学生的学习成绩。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

International Journal of Educational Development EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

4.20

自引率

12.00%

发文量

106

审稿时长

40 days

期刊介绍： The purpose of the International Journal of Educational Development is to foster critical debate about the role that education plays in development. IJED seeks both to develop new theoretical insights into the education-development relationship and new understandings of the extent and nature of educational change in diverse settings. It stresses the importance of understanding the interplay of local, national, regional and global contexts and dynamics in shaping education and development. Orthodox notions of development as being about growth, industrialisation or poverty reduction are increasingly questioned. There are competing accounts that stress the human dimensions of development.