Expectations of enrollment in higher education in Mexico: the influence of schools
DOI:
https://doi.org/10.22201/iisue.20072872e.2026.50.2073Keywords:
educational expectations, educational inequality, upper secondary education, higher education, MexicoAbstract
This article analyzes the relationship between school composition factors and educational expectations about continuing to higher education among students in their final year of upper secondary school in Mexico. Using data from the 2017 PLANEA test, multilevel logistic models were estimated. The school compositional variables of interest are average socioeconomic level, average academic performance, and modal grades. The first two have positive effects on expectations, while the modal distribution of school grades has a negative effect. This indicates the presence of both normative and comparative mechanisms in the formation of expectations. Interactions between compositional and individual variables were also explored; the results strengthen the hypothesis of the mobility of educational expectations, as opposed to their social reproduction.
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