ABSTRACT:
The use of indicators to measure social inequalities has been disseminated more intensely in the last few decades through social science research. Bringing these instruments to analyze the changes that have occurred in women and black people’s participation in undergraduate and graduate education is extremely important in light of the implementation of affirmative action policies that aimed to provide poorly represented social groups with broader access to college education, particularly blacks and indigenous people in Brazil. This study presents the indexes of gender and racial parity as instruments to help characterize who had access to and attended undergraduate and graduate school between 2000 and 2010. The results showed that access is differentiated both by gender and race, with some of the worst indicators for blacks.
Keywords:
Inequalities; Indicators; Gender: color/race
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Source: Microdata of Demographic Census 2000 and 2010 (accessed via BME). Note 2: the age groups used were: Daycare from 0 to 3 years; Pre-school (4 to 5 years); Elementary (6 to 14 years); High School (15 to 17 years); Undergraduate (18 to 24 years); and University (25 to 64 years).