Inequalities in Student Achievement in Brazil: Intersections of Race, Gender, Socioeconomic Background, and Region of Origin

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Abstract/Contents

Abstract: This study analyzes how Brazilian 9th grade public school students’ intersecting identities—race, gender, and socioeconomic status (SES)—relate to their outcomes in assessment tests. Recognizing the overlap of different marginalized identities that individuals carry, this study considers their combined relationship with outcomes rather than looking at just one identity on its own. Using descriptive analysis and two different Ordinary Least Square (OLS) models, I found that accounting within SES categories and region of origin, black students have the weakest outcomes and white students have the best.

Author	Vilela, Lara

Subject	Brazil
Subject	Inequality
Subject	Gender
Subject	Socioeconomic background
Subject	Race
Subject	intersectionality
Subject	Stanford Graduate School of Education International Comparative Education
Genre	Text

DOI	https://doi.org/10.25740/zf948kd0142
Location	https://purl.stanford.edu/zf948kd0142

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License: This work is licensed under a Creative Commons Attribution Non Commercial 4.0 International license (CC BY-NC).

Preferred citation: Vilela, L. (2022). Inequalities in Student Achievement in Brazil: Intersections of Race, Gender, Socioeconomic Background, and Region of Origin. Stanford Digital Repository. Available at https://purl.stanford.edu/zf948kd0142

Graduate School of Education International Comparative Education Master's Monographs

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