Exploring the relationship between capital, inequality, and antisocial behaviour in Mexican schools
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Date
05/02/2020Author
Pantoja Núñez, Luis Fernando
Metadata
Abstract
Various studies have linked poverty and inequality with problems in schools, including
antisocial behaviour (ASB). However, many of these studies have two important limitations
that have shaped our view about these problems. The first problem is that the vast majority
of these studies have been carried out in a few western countries that share similar
characteristics, so very little is known about how these issues affect other places. The second
problem is mainly associated with the lack of integration of different theoretical and
methodological elements, which have led to partial or inconclusive conclusions.
Based on the forms of capital developed by Bourdieu (1986) and using an ecological
approach that incorporates characteristics of students and their schools, this thesis explores
the relationship between economic, social and cultural capital, their associated inequality,
and the perceived frequency of ASB of students and principals of secondary schools in
Mexico.
The research is based on secondary analysis of the National Plan for the Evaluation of
Learning (INEE 2016). Confirmatory Factor Analysis was used to construct measures of
perceived frequency of ASB and economic, social, and cultural capital. Measures of inequality
for each form of capital were based on Generalised Entropy, which allowed the examination
of the effects of disparities at different parts of the distribution. The analysis was conducted
using Structural Equation Modelling. Additionally, the students’ perceived frequency of ASB
was explored using Multilevel Modelling, while the analysis of the principals was based on
OLS. Lastly, Multiple Group Analysis was used to explore the effects of capital and inequality
in different types of schools, and localities of different sizes.
Social capital was the only form of capital with a consistent effect, as it was associated with
a decrease in the perceived frequency of ASB of both students and principals from all school
types and localities. Economic and cultural capital had an effect on the perceived frequency
of ASB but only in some types of schools and in some localities. Inequalities in students’
social and cultural capital were linked to the perceived frequency of ASB in some types of
schools and localities, such that higher levels of very deprived or wealthy students were
associated with lower perceptions of ASB. As one solution to reducing the perception of ASB in Mexican schools, this thesis suggests
fostering better social connections, addressing some vulnerabilities associated with the lack
of economic and cultural capital, and understanding the unique characteristics of different
environments in how they shape patterns of ASB.