Abstract
Affirmative action providing higher education access for socially vulnerable students has been implemented in several countries. However, these policies remain controversial. This study compares the performance of students admitted through the regular path and social quota systems, during and after completion of nursing education, in a public nursing school in Brazil. This retrospective cohort study included all students admitted to nursing school at the School of Health Sciences (ESCS), Brazil, between 2009 and 2014, who were followed until May 2020. The first phase involved document analysis from the ESCS academic management system and Brazilian government agencies. In the second phase, a survey was conducted among the alumni. The social quota system criterion was public school attendance across all primary and secondary education levels. Of the 448 students included in the study, 178 (39.7%) were from the affirmative action and 270 (60.3%) from the regular path systems. Affirmative action students were older at the time of nursing school admission (p < 0.001) and took longer to be admitted to the nursing school (p < 0.001) after completing high school. There were no significant differences in the dropout rates and years to complete nursing school. In the second phase, 108 alumni answered the survey. No significant differences were found in their participation in the undergraduate scientific research program and university extension projects, attending residency programs, getting a master's degree and doctoral degree, monthly income, teaching activity, joining public service through a government job competition process, participation in management activities in the private and public health sector, and degree of job satisfaction. Our results revealed that affirmative action is a policy that contributes to the reduction of inequalities and guarantees the training of nursing professionals with a similar professional qualification received through affirmative action and regular path systems.
Highlights
Equality is one of the most established and general principles in the constitutions of most countries worldwide
This retrospective cohort study included all students admitted to nursing school at the School of Health Sciences (ESCS), Brazil, between 2009 and 2014, who were followed until May 2020
Of the 448 students included in the study, 178 (39.7%) were from the affirmative action and 270 (60.3%) from the regular path systems
Summary
Equality is one of the most established and general principles in the constitutions of most countries worldwide. This does not reflect reality since socioeconomic inequality remains a challenge in the global human rights agenda [1, 2]. The disparities between classes are more pronounced in some countries than others [2–5] In this aspect, Brazil is renowned for its persistent socioeconomic and racial inequality stemming from its history of colonization and slavery [2–8]. Education level and career choice are essential factors to a student’s future socioeconomic condition. In this regard, parents’ socioeconomic status primarily impacts their children’s educational level and career. High-income families may generate significant investment in their children’s education, while students from less privileged socioeconomic classes may experience restrictions that can limit their opportunities [5, 11]
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