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espanolDesde la formulacion inicial del “modelo Wisconsin” numerosos autores han postulado las expectativas parentales como un determinante principal de las diferencias de exito escolar por origen social. Unas expectativas mayores incrementarian el apoyo escolar parental y el autoconcepto y las expectativas filiales. Otros autores critican esta teoria, afirmando que las expectativas dependen del exito escolar. Contrastamos ambas teorias con los datos de la Encuesta Social 2010, que permite comparar dos cohortes de 12 y 16 anos. Primero comparamos las expectativas parentales en ambas cohortes por notas y origen social. Luego analizamos la relacion entre expectativas y apoyo escolar parentales. Los resultados apoyan la tesis de la adaptacion de las expectativas a los resultados: las expectativas descienden sensiblemente de los 12 a los 16 anos en los estratos sociales inferiores —que experimentan un agudo fracaso escolar en la ESO— y apenas hay relacion entre expectativas y apoyo escolar parentales. EnglishMany authors, since the Wisconsin model, defend that parents’ educational expectations are one of the main causes of the differences in school success by social origin. According to them, educational expectations produce school success increasing parents’ involvement and son’s expectations and self-concept. On the contrary, other authors defend that educational expectations depend on school success. This article checks both theories with the “Social Survey 2010”, which offers data of two students’ cohorts, 12 and 16 years old. First, we compare parents’ expectations between both cohorts controlling by grades and social origin. Then we analyze the relation of parents’ expectations with parents’ involvement. The results show that expectations adapt to school performance: parents expectations decrease distinctly from 12 to 16 years in the lower social strata —which suffer a big school failure in secondary education— and there is very little relation between parents’ expectations and parents’ involvement. |
