Bridging the gap: educational aspirations and expectations in Latin American intermediate territories
Bibliographic record
Abstract
This paper investigates empirically the role of child characteristics, household and territorial circumstances in shaping parents’ educational aspirations and expectations for their children, and the alignment or gap between the two. It focuses on higher education and makes three main contributions to the literature. First, it expands the geographical focus of existing research, comparing Chile, Colombia and Mexico within the same study design and sampling frame. Second, it focuses on intermediate territories, that is, a functionally integrated group of municipalities comprising an urban core between approximately 15,000 and 380,000 inhabitants and its hinterland. Third, it studies the influence of context beyond children’s school or neighbourhood, analysing territorial characteristics as the broader environment that frames a person’s preferences and ideas about life. The findings show that parents’ socioeconomic status and territorial characteristics are the key determinants of aspirations, expectations, and the feasibility gap in the three countries. This suggests that individual-level policies to increase household resources may not be sufficient for increasing educational aspirations, expectations and outcomes, unless combined with policies to increase local opportunities and reduce territorial inequalities.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".