XIX. FACING THE SELF-FULFILLING PROPHECY: HIGH SCHOOL GRADUATES FROM VULNERABLE SECTORS WHO ACHIEVED PROFESSIONALIZATION
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Jul 22, 2022
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Abstract
There is a widespread belief that the exclusion and vulnerability of social groups is
the exclusive product of little or no access to health services, housing, job opportunities and
other associated economic factors; however, other elements of primary importance that
generate these constructs are left aside, such as the discourses and policies that repeatedly
generate imaginaries, expectations and false beliefs in the minds of people, naturalizing and
promoting said relationships, as well as dogmas of superiority and inferiority in the members
of society.
In this dynamic, the purpose of this paper is to show the advances in the problematic
area, theoretical and methodological framework and first results of doctoral research. In this
sense, the work addresses the following objective: To understand the capacities of general
and academic self-efficacy developed to face the self-fulfilling prophecy by professionals
graduated from official educational institutions of commune 8, vulnerable sector of Neiva,
cohort 2000-2011. For which, it was proposed to understand the categories of self-efficacy
and self-fulfilling prophecy based on Martha Nussbaum's capabilities theory. The
methodology of this study responds to the constructivist paradigm, with a qualitative
approach and case study design. The categorical preconfiguration process allowed the
emergence of categories such as "Learning Communities", "Family Support" and “Relations
with Teachers" in the professionals graduated from commune 8 of the city of Neiva.
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Keywords
Self-fulfilling prophecy, Self-efficacy, Expectations, Prejudices, Capacities
References
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ingresan a la Universidad de Málaga. https://bit.ly/37MLtUX
Blanco, H., Martínez, M., Zueck Enríquez, M., & Gastelúm Cuadras, G. (2011). Análisis
Psicométrico de la Análisis Psicométrico de la Escala de autoeficacia en conductas
académicas en universitarios de primer ingreso. Actualidades Investigativas En
Educación, 11(3). https://doi.org/10.15517/aie.v11i3.10214
Bocanegra, H., & Huertas, A. (2018). La Política De Jornada Única Escolar: Los Referentes
Y La Experiencia De Una Institución Educativa Distrital. Revista Republicana, 25,
199–240. https://doi.org/10.21017/rev.repub.2018.v25.a56
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Neiva (Issue 5). Alcaldía de Neiva. https://bit.ly/3jzdli2
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escolar: una etnografía en entornos de alta complejidad en Cataluña [Universitat Autònoma de Barcelona]. https://bit.ly/38Odigb
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antropológica (3rd ed., Issue January). Fondo de Cultura Económica.
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exclusión y mecanismos de escape. In Documentos de Trabajo Sobre Economía
Regional y Urbana (No. 244; Vol. 244). https://bit.ly/3rn3Mai
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familiares en Colombia: un análisis por cohortes. Revista de Economía Del Rosario,
17(1), 157–187. https://doi.org/10.12804/rev.econ.rosario.17.01.2014.06
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cualitativa en educación. Magis, 7(14), 15–28. https://doi.org/10.11144/Javeriana.M7-14.PEUC
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information about an instructional medium impacts on achievement and satisfaction
[Universität Mannheim]. In 1-314. https://bit.ly/3JD3yBW
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https://bit.ly/3KHOB32
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(2019). General Self-Efficacy Mediates the Effect of Family Socioeconomic Status on
Critical Thinking in Chinese Medical Students. Frontiers in Psychology, 9(JAN), 1–7.
https://doi.org/10.3389/fpsyg.2018.02578
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Jahan, F., & Mehrafzoon, D. (2019). Effectiveness of Pygmalion Effect-based Education of
Teachers on the Students ’ Self -efficacy and Academic Engagement. Iranian Journal
of Learning and Memory, 1(4), 17–22. https://bit.ly/379CflV
Jurecska, D. E., Chang, K. B. T., Peterson, M. A., Lee-Zorn, C. E., Merrick, J., & Sequeira, E.
(2012). The poverty puzzle: The surprising difference between wealthy and poor
students for self-efficacy and academic achievement. International Journal of
Adolescent Medicine and Health, 24(4), 355–362.
https://doi.org/10.1515/ijamh.2012.052
Jussim, L., Robustelli, S., & Cain, T. (2009). Teacher Expectations and Self-Fulfi lling
Prophecies. In A. Wentzel, Kathryn R; Wigfield (Ed.), Handbook of Motivation at
School (1st ed., pp. 349–380). Taylor & Francis.
https://doi.org/10.4324/9781315773384
Kahneman, D. (2012). Pensar rápido, pensar despacio (Debate (ed.); 1st ed.). Debate.
https://bit.ly/3uC2gD8
Madon, S., Jussim, L., Guyll, M., Nofziger, H., Salib, E. R. ., Willard, J., & Scherr, K. C.
(2018). The accumulation of stereotype-based self-fulfilling prophecies. Journal of
Personality and Social Psychology, 115(5), 825–844.
https://doi.org/10.1037/pspi0000142
Mazur, J., Malkowska-Szkutnik, A., & Tabak, I. (2014). Changes in family socio-economic status as predictors of self-efficacy in 13-year-old Polish adolescents. International
Journal of Public Health, 59(1), 107–115. https://doi.org/10.1007/s00038-013-0458-1
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Children Influence on Asian American Students. Journal of Cultural Diversity, 24(3),
84–90. https://bit.ly/3jyw3WZ
Nolkemper, D., Aydin, H., & Knigge, M. (2019). Teachers’ stereotypes about secondary
school students: the case of Germany. Quality and Quantity, 53(1), 69–89.
https://doi.org/https://doi.org/10.1007/s11135-018-0723-8 Teachers’
Nussbaum, M. (2012). Crear capacidades. In PAIDÓS (Ed.), Crear capacidades (1st ed., pp.
10–137). PAIDÓS.
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académico de los estudiantes colombianos: análisis cuasi-experimental y de mediación
estadística para informar la política pública de jornada única. Revista Educación y
Ciudad, 34, 39–52. https://doi.org/10.36737/01230425.v0.n34.2018.1869
Pajares, F. (1996). Self-efficacy beliefs in achievement settings. In Review of Educational
Research (Vol. 66, pp. 543–578).
Papageorge, N. W., Gershenson, S., & Min Kang, K. (2020). Teacher expectations matter.
Review of Economics and Statistics, 102(2), 234–251.
https://doi.org/10.1162/rest_a_00838
Rodríguez, E. (2017). Romper la trampa de la reproducción Auto-eficacia en la transición a
los bachilleratos públicosen la ciudad de Máxico. El caso de los jóvenes provenientes
de hogares de bajos recursos socioeconómicos. Perfiles Educativos, XXXIV(155), 123–
140. https://bit.ly/3jwrjRA
Rodríguez, L. A., & Amaya, C. (2019). Estilos de crianza, autoeficacia parental y problemas
conductuales infantiles en tres municipios de Santander. Revista de La Universidad
Industrial de Santander. Salud, 51(3), 228–238.
https://doi.org/10.18273/revsal.v51n3-2019006
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opportunistic behavior in the classroom. Journal of Management Education, 26(6),
612–628. https://doi.org/10.1177/1052562902238321
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https://bit.ly/3rlEIAw
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Araneda, E. (2016). Impacto de las expectativas tempranas de los apoderados sobre el
desempeño escolar de sus hijos [Universidad de Chile]. https://bit.ly/3xoReCZ
Araujo, A. da S. (2019). O perigo da história única: questões de políticas de
internacionalização no Brasil [Biblioteca Digital de Teses e Dissertações da
Universidade de São Paulo]. https://doi.org/10.11606/T.8.2019.tde-27112019-190228
Avci, R. (2017). The Impact of Pygmalion Effect on Listening Anxiety and Comprehension in
an English as a Foreign Language Context (In Iraqi Universities) [International Black
Sea University]. In Electronic Journal of Foreign Language Teaching.
https://bit.ly/37LHyI8
Ávila, C., & Gaviria, K. (2019). Jornada Única ¿Es Realmente un Programa para la Calidad
Educativa? Universciencia, 17(50), 115–127. https://bit.ly/3jwLUFt
Bandura, A. (1986). The Explanatory and Predictive Scope of Self-Efficacy Theory. Journal
of Social and Clinical Psychology, 4(3), 359–373.
https://doi.org/10.1521/jscp.1986.4.3.359
Barbar, M. A. (2015). ¿Educados o enseñados?: el caso de un grupo de estudiantes que
ingresan a la Universidad de Málaga. https://bit.ly/37MLtUX
Blanco, H., Martínez, M., Zueck Enríquez, M., & Gastelúm Cuadras, G. (2011). Análisis
Psicométrico de la Análisis Psicométrico de la Escala de autoeficacia en conductas
académicas en universitarios de primer ingreso. Actualidades Investigativas En
Educación, 11(3). https://doi.org/10.15517/aie.v11i3.10214
Bocanegra, H., & Huertas, A. (2018). La Política De Jornada Única Escolar: Los Referentes
Y La Experiencia De Una Institución Educativa Distrital. Revista Republicana, 25,
199–240. https://doi.org/10.21017/rev.repub.2018.v25.a56
Cabrera, I. J. de. (2004). Proyecto educativo Institucional IE Juan de cabrera. In Alcaldía de
Neiva (Issue 5). Alcaldía de Neiva. https://bit.ly/3jzdli2
Castejón, A. (2017). Expectativas docentes, agrupamiento del alumnado y segregación
escolar: una etnografía en entornos de alta complejidad en Cataluña [Universitat Autònoma de Barcelona]. https://bit.ly/38Odigb
Castel, R. (2014). Los riesgos de exclusión social en un contexto de incertidumbre. Revista
Internacional de Sociologia, 72, 15–24. https://doi.org/10.3989/ris.2013.03.18
Cedeño, L. F., Martínez-Arias, R., & Bueno, J. A. (2016). Implications of Socioeconomic
Status on Academic Competence: A Perspective for Teachers. International Education
Studies, 9(4), 257. https://doi.org/10.5539/ies.v9n4p257
Chen, G., Gully, S. M., & Eden, D. (2001). Validation of a New General Self-Efficacy Scale.
Organizational Research Methods, 4(1), 62–83.
https://doi.org/10.1177/109442810141004
Davis-Kean, P. E. (2005). The influence of parent education and family income on child
achievement: The indirect role of parental expectations and the home environment.
Journal of Family Psychology, 19(2), 294–304. https://doi.org/10.1037/0893-
3200.19.2.294
Denzin, N., & Lincoln, Y. (2018). The SAGE Handbook of Quality Research (D. Norman &
L. Yvonna (eds.); 5th ed.). SAGE Publications Inc. SAGE Publications
Díaz, C., & Celis, J. (2010). Efectos no deseados de la Formación para el trabajo en la
educación media colombiana. Educ. Educ, 13, 199–216.
Dietz, G. (2003). Multiculturalismo, interculturalidad y educación : una aproximación
antropológica (3rd ed., Issue January). Fondo de Cultura Económica.
https://bit.ly/3JHcgiB
Galvis, L., & Alba, C. (2016). Dinámica de la pobreza en Colombia : vulnerabilidad,
exclusión y mecanismos de escape. In Documentos de Trabajo Sobre Economía
Regional y Urbana (No. 244; Vol. 244). https://bit.ly/3rn3Mai
González, C., Mora, J., & Cuadros, A. (2014). Oportunidades educativas y características
familiares en Colombia: un análisis por cohortes. Revista de Economía Del Rosario,
17(1), 157–187. https://doi.org/10.12804/rev.econ.rosario.17.01.2014.06
Guba, E. G., & Lincoln, T. S. (1994). Competing paradigms in qualitative research. In N. K.
Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (pp. 105-117).
Thousand Oaks, CA: Sage, 105–117.
Guzmán, C. (2014). Polos epistemológicos: Uso y construcción de teoría en investigación
cualitativa en educación. Magis, 7(14), 15–28. https://doi.org/10.11144/Javeriana.M7-14.PEUC
Haimerl, C. (2006). Self-fulfilling prophecy in self-regulated learning: How quality
information about an instructional medium impacts on achievement and satisfaction
[Universität Mannheim]. In 1-314. https://bit.ly/3JD3yBW
Harari, Y. N. (2018). 21 lecciones para el siglo 21 (Debate (ed.); 2018th ed.).
https://bit.ly/3KHOB32
Huang, L., Liang, Y.-L., Hou, J.-J., Thai, J., Huang, Y.-J., Li, J.-X., Zeng, Y., & Zhao, X.-D.
(2019). General Self-Efficacy Mediates the Effect of Family Socioeconomic Status on
Critical Thinking in Chinese Medical Students. Frontiers in Psychology, 9(JAN), 1–7.
https://doi.org/10.3389/fpsyg.2018.02578
IPC, I. T. (2016). Proyecto Educativo institucional I.E. Técnico IPC Andrés Rosa (pp. 1–26).
Alcaldía de Neiva. https://bit.ly/3KCb2qs
Jahan, F., & Mehrafzoon, D. (2019). Effectiveness of Pygmalion Effect-based Education of
Teachers on the Students ’ Self -efficacy and Academic Engagement. Iranian Journal
of Learning and Memory, 1(4), 17–22. https://bit.ly/379CflV
Jurecska, D. E., Chang, K. B. T., Peterson, M. A., Lee-Zorn, C. E., Merrick, J., & Sequeira, E.
(2012). The poverty puzzle: The surprising difference between wealthy and poor
students for self-efficacy and academic achievement. International Journal of
Adolescent Medicine and Health, 24(4), 355–362.
https://doi.org/10.1515/ijamh.2012.052
Jussim, L., Robustelli, S., & Cain, T. (2009). Teacher Expectations and Self-Fulfi lling
Prophecies. In A. Wentzel, Kathryn R; Wigfield (Ed.), Handbook of Motivation at
School (1st ed., pp. 349–380). Taylor & Francis.
https://doi.org/10.4324/9781315773384
Kahneman, D. (2012). Pensar rápido, pensar despacio (Debate (ed.); 1st ed.). Debate.
https://bit.ly/3uC2gD8
Madon, S., Jussim, L., Guyll, M., Nofziger, H., Salib, E. R. ., Willard, J., & Scherr, K. C.
(2018). The accumulation of stereotype-based self-fulfilling prophecies. Journal of
Personality and Social Psychology, 115(5), 825–844.
https://doi.org/10.1037/pspi0000142
Mazur, J., Malkowska-Szkutnik, A., & Tabak, I. (2014). Changes in family socio-economic status as predictors of self-efficacy in 13-year-old Polish adolescents. International
Journal of Public Health, 59(1), 107–115. https://doi.org/10.1007/s00038-013-0458-1
Merriam, S. (2009). Qualitative Research a Guide to Design and Implementation. In JosseyBass. Jossey-Bass.
Merton, R. (1949). Teoría y Estructura Sociales (1980th ed.). Fondo de Cultura Económica.
Mullins, F., & Gong, R. (2017). The Pygmalion Effect of the Filial Piety on Immigrant
Children Influence on Asian American Students. Journal of Cultural Diversity, 24(3),
84–90. https://bit.ly/3jyw3WZ
Nolkemper, D., Aydin, H., & Knigge, M. (2019). Teachers’ stereotypes about secondary
school students: the case of Germany. Quality and Quantity, 53(1), 69–89.
https://doi.org/https://doi.org/10.1007/s11135-018-0723-8 Teachers’
Nussbaum, M. (2012). Crear capacidades. In PAIDÓS (Ed.), Crear capacidades (1st ed., pp.
10–137). PAIDÓS.
Ovalle, C., Villa, J. ;, & González, D. (2018). Efecto de la jornada escolar en el desempeño
académico de los estudiantes colombianos: análisis cuasi-experimental y de mediación
estadística para informar la política pública de jornada única. Revista Educación y
Ciudad, 34, 39–52. https://doi.org/10.36737/01230425.v0.n34.2018.1869
Pajares, F. (1996). Self-efficacy beliefs in achievement settings. In Review of Educational
Research (Vol. 66, pp. 543–578).
Papageorge, N. W., Gershenson, S., & Min Kang, K. (2020). Teacher expectations matter.
Review of Economics and Statistics, 102(2), 234–251.
https://doi.org/10.1162/rest_a_00838
Rodríguez, E. (2017). Romper la trampa de la reproducción Auto-eficacia en la transición a
los bachilleratos públicosen la ciudad de Máxico. El caso de los jóvenes provenientes
de hogares de bajos recursos socioeconómicos. Perfiles Educativos, XXXIV(155), 123–
140. https://bit.ly/3jwrjRA
Rodríguez, L. A., & Amaya, C. (2019). Estilos de crianza, autoeficacia parental y problemas
conductuales infantiles en tres municipios de Santander. Revista de La Universidad
Industrial de Santander. Salud, 51(3), 228–238.
https://doi.org/10.18273/revsal.v51n3-2019006
Rosenthal, R., & Jacobson, L. (1968). Pygmalion in the classroom. The Urban Review, 3(1), 16–20. https://doi.org/10.1007/BF02322211
Rowe, W. G., & O’brien, J. (2002). The role of golem, pygmalion, and galatea effects on
opportunistic behavior in the classroom. Journal of Management Education, 26(6),
612–628. https://doi.org/10.1177/1052562902238321
Rymer, K. R. (2017). Assessing Self-efficacy to Improve Impoverished Students’ Education
[Carson-Newman University]. In Carson-Newman University (Issue February).
https://bit.ly/3rlEIAw
Santomé, J. T. (2014). De la democracia al neoliberalismo de la mano del currículum.
Cuadernos de Pedagogía, 451, 28–31. https://jurjotorres.com/?cat=6&paged=3
Schunk, D. H. (2012). Teoría cognoscitiva social. In Teorías del Aprendizaje (pp. 117–162).
https://bit.ly/38NNCAk
Schwarzer, R., & Jerusalem, M. (1995). Generalized Self-Efficacy Scale. The General SelfEfficacy Scale (GSE). https://bit.ly/3xq1V8q
Scott, S., Sylva, K., Doolan, M., Price, J., Jacobs, B., Crook, C., & Landau, S. (2010).
Randomised controlled trial of parent groups for child antisocial behaviour targeting
multiple risk factors: the SPOKES project. The Journal of Child Psychology and
Psychiatry, 51(1), 48–57. https://doi.org/https://doi.org/10.1111/j.1469-
7610.2009.02127.x
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How to Cite
Meneses Quintero, J. A. (2022). XIX. FACING THE SELF-FULFILLING PROPHECY: HIGH SCHOOL GRADUATES FROM VULNERABLE SECTORS WHO ACHIEVED PROFESSIONALIZATION . Revista De Investigación Transdisciplinaria En Educación, Empresa Y Sociedad - ITEES, 9(1), 1–29. https://doi.org/10.34893/itees.v9i1.374
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Artículos Científico