Origen social y sobreeducación en los universitarios españoles: ¿es meritocrático el acceso a la clase de servicio?

• Ildefonso Marqués Perales ^[1] ; Carlos J. Gil Hernández ^[1]
  1. [1] Universidad de Sevilla

     Universidad de Sevilla

     Sevilla, España

     
• Localización: REIS: Revista Española de Investigaciones Sociológicas, ISSN 0210-5233, Nº 150, 2015, págs. 89-112
• Idioma: español
• DOI: 10.5477/cis/reis.150.89
• Títulos paralelos:
  • Social origins and over-education of Spanish university graduates: Is access to the service class merit-based?
• Enlaces
  • Texto completo (pdf)
• Dialnet Métricas: 21 Citas
• Resumen
  • español

    Este artículo analiza el impacto del origen social en la probabilidad de sobreeducación de una cohorte de universitarios españoles, nacida en los 70 y graduada en el curso 1999/2000, mediante la encuesta Refl ex-2005. Comprobamos la infl uencia de tres recursos asociados al origen social (capital cultural, social y económico) para poner a prueba uno de los pilares de la teoría de la modernización: la selección meritocrática. Hemos confi rmado que, aun controlando el campo de estudios, la experiencia laboral y la nota media, existe un efecto del capital cultural y social en la probabilidad de sobreeducación, no así del capital económico. Además, concluimos que el efecto directo del origen social en la sobreeducación no está mediado signifi cativamente por una elección del campo de estudios dependiente del origen social.

  • English

    This article analyses the impact of social background on the probability of over-education in a cohort of Spanish university graduates born in the 1970's and graduating in 1999/2000, based on the 2005 Refl ex survey.

    The infl uence of three resources associated to social origins (cultural, social and economic capital) is evaluated in order to challenge one of the pillars of the modernization theory: the merit-based selection. Our results reveal that, even when controlling for fi eld of study, occupational experience and average grade, both cultural and social capital exert an effect on the risk of over-education in Spain, but economic capital does not. Moreover, we conclude that the direct effect of social origins on over-education is not signifi cantly mediated by a fi eld of study choice dependent on social origins.

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