Please use this identifier to cite or link to this item: https://hdl.handle.net/10419/240764 
Year of Publication: 
2020
Series/Report no.: 
Texto para Discussão No. 2569
Publisher: 
Instituto de Pesquisa Econômica Aplicada (IPEA), Brasília
Abstract (Translated): 
This text aims to analyze changes in access and the profile of the student body in higher education. The guiding line of the analysis is the participation of the black population in this educational level, concentrating the research in federal higher education, which focuses on the Higher Education Quota Law (Law no 12.711/2012). In order to undertake this analysis, we sought to systematize the student profile through data provided by the National Continuous Household Sample Survey (PNAD) and the Higher Education Census (CES) for 2017. Based on the estimates of the Pnad, it was possible to verify the increase in the participation of blacks in the attendance of higher education, both in public and private sector. In the CES data, in spite of the high underreporting of the racial question, it is possible to identify, in selected Federal Institutions of Higher Education (IFES), relevant Racial Inclusion Index (IIR). When analyzing highly competitive courses, in the regional view, the participation of blacks decreases comparatively in relation to representation in the general population. The percentage of new students selected by quota system increased from 13% to over 39% between 2012 and 2017. In general, the participation of new entrants through quotas is higher in the most competitive courses. One thing to consider is that the entry of target groups from outside the quota system is likely to be lower for the most competitive courses, which eventually concentrates on reserved seats. This point, however, needs further investigation. The analyzes undertaken allow some developments. The racial data available at CES needs to be improved in order to comply with the legal policy directive. Nevertheless, there is an opportunity for detailed analysis to contribute to policy evaluation and improvement.
Subjects: 
affirmative action
higher education
quotas
black population
JEL: 
I24
Document Type: 
Working Paper

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