The double weight of the context: Direct and indirect effects of the socioeconomic level and cultural capital in the acquisition of basic learning in Mexico

Abstract

There is a broad consensus on the direct weight of context in educational achievement, particularly socioeconomic status and cultural capital (ESECC). However, the indirect effects of the context receive less attention. The research objective is to analyze the effects of ESECC on basic learning in Mexico and on various factors associated with educational attainment, in particular conditions of disability, mental health and liking school. The data of the Independent Measurement of Learning- MIA project is used. Through a representative sample of 2100 houses, 2920 subjects 5 - 16 years old were assessed in the state of Puebla, Mexico. Reading and basic mathematics results are presented. The direct weight of the context is confirmed and the indirect weight is demonstrated, due to the existence of associations between ESECC with mental health and liking school. The results are discussed to ensure the right to a quality education in Mexico.