Resumo O artigo analisa a influência da escolaridade do pai e da renda familiar nas chances de conclusão do ensino superior no Brasil, considerando as diferenças no retorno econômico dos cursos de graduação. Para realizar a análise, utilizamos microdados do Exame Nacional de Desempenho de Estudantes (Enade) e calculamos modelos logísticos. Os resultados principais mostram que, no geral, ter pais com escolaridade mais alta aumenta as oportunidades de conclusão dos cursos. No entanto, no setor público, a escolaridade do pai não tem efeito sobre a probabilidade de concluir o ensino superior. Além disso, a escolaridade do pai exerce maior influência nas chances de conclusão dos cursos de alto retorno econômico. A renda familiar aumenta as probabilidades de conclusão do curso, tanto no setor público como no setor privado da educação. Também encontramos efeitos similares para a renda familiar, independente do retorno econômico dos cursos.

Abstract The article analyzes the impact of parental schooling and family income on students’ chances of obtaining a college degree, considering variation in the economic return of undergraduate degrees. We rely on data from National Student Performance Exam (Enade) to estimate logistic regression models. The results show that, in general, students with more educated parents have a greater likelihood of obtaining a degree. However, in public institutions, parental schooling has no effect on the odds of finishing tertiary education. Furthermore, parents’ schooling exerts greater influence on the odds of conclusion of those degrees providing greater economic rewards in the job market. Family income increases students’ chances of obtaining a degree in both private and public institutions. Also, we find that the effect of family income is the same, regardless of the economic returns of students’ degree.

O objetivo central deste texto é identificar quais grupos minoritários de migrantes estão em maior desvantagem no mercado de trabalho brasileiro, quando comparados ao grupo “majoritário”. Os resultados mostram que, ante este grupo, as desvantagens dos brasileiros negros em relação aos brasileiros brancos são menores do que as desvantagens encontradas para bolivianos, paraguaios, peruanos e uruguaios. Porém, quando se faz uma análise regional, o impacto negativo de cor/raça é mais forte em São Paulo e no Amazonas. O contrário ocorre para os estados do Paraná e do Rio Grande do Sul, onde o efeito negativo é maior para os grupos étnicos/nacionais de paraguaios e uruguaios, respectivamente.

The main goal of this text is to identify which migrant minority groups are in a less advantageous situation in the Brazilian labor market when compared to the “majoritarian” group. The results show that the disadvantages of the Black Brazilians in relation to the White Brazilians are lesser than those affecting Bolivians, Paraguayans, Peruvians and Uruguayans. However, when one proceeds to an analysis by region, the negative impact of color/race is stronger in Sao Paulo and in the Amazon. On the contrary, in the states of Paraná and Rio Grande do Sul, the negative effect is respectively greater for the ethnic-national groups of Paraguayans and Uruguayans.

L’objectif central de ce texte est d’identifier, parmi les groupes minoritaires de migrants, ceux qui sont les plus désavantagés sur le marché du travail brésilien, par rapport au groupe « majoritaire ». Les résultats indiquent que, par rapport à ce dernier, les inconvénients des Brésiliens noirs par rapport aux blancs sont inférieurs aux inconvénients auxquels font face les Boliviens, les Paraguayens, les Péruviens et les Uruguayens. Néanmoins, face à une analyse régionale, l’impact négatif de la couleur/race est plus forte dans les États de São Paulo et de l’Amazone. Le contraire se produit pour les États du Paraná et du Rio Grande do Sul, où l’impact négatif est supérieur pour les groupes ethniques et nationaux des paraguayens et des uruguayens, respectivement.

This article discusses the processes by which family structure affects students' cognitive performance in Brazilian schools. The article's basic premise is that family influence is not a uni-dimensional construct, and the study thus uses four dimensions to capture such influence. The effects of these factors on students' performance are measured through a school attainment analysis model. The data are compatible with a model in which the parents' involvement acts as a mediating factor for the action of cultural resources, which in turn depend on economic resources, which have only indirect effects on students' cognitive performance in primary school.

Dans cet article, on examine les processus à travers lesquels la structure familiale peut gêner les performances cognitives des élèves au Brésil. On part du pressupposé que l'influence de la famille ne repose pas sur un principe unidimensionnel mais que, pour la saisir, il faut se servir de quatre dimensions. Les effets de ces facteurs sur les résultats scolaires des élèves sont examinés par le moyen d'un modèle d'analyse des trajectoires. Les données sont compatibles avec un modèle où l'engagement des parents agit comme un facteur de médiation dans l'intervention des ressources culturelles qui, à leur tour, dépendent des ressources économiques; celles-ci n'ont que des effets indirects sur les performances cognitives des élèves de l'enseignement primaire et secondaire.