<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2007-2872</journal-id>
<journal-title><![CDATA[Revista iberoamericana de educación superior]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. iberoam. educ. super]]></abbrev-journal-title>
<issn>2007-2872</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional Autónoma de México, Instituto de Investigaciones sobre la Universidad y la Educación]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2007-28722024000200123</article-id>
<article-id pub-id-type="doi">10.22201/iisue.20072872e.2024.43.1781</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Entorno socioeconómico y resiliencia académica en la educación superior colombiana]]></article-title>
<article-title xml:lang="pt"><![CDATA[Ambiente socioeconômico e resiliência acadêmica no ensino superior colombiano]]></article-title>
<article-title xml:lang="en"><![CDATA[Socioeconomic Environment and Academic Resilience in Higher Education in Colombia]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mendoza-Lozano]]></surname>
<given-names><![CDATA[Frederick-Andrés]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pico-Bonilla]]></surname>
<given-names><![CDATA[Claudia-Milena]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Arias-Velandia]]></surname>
<given-names><![CDATA[Nicolás]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Institución Universitaria Politécnico Grancolombiano Departamento de Ciencias Básicas ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de la Costa Departamento de Ciencias empresariales ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,East Tennessee State University  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>USA</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>15</volume>
<numero>43</numero>
<fpage>123</fpage>
<lpage>140</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-28722024000200123&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-28722024000200123&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-28722024000200123&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La creación de condiciones para elevar el logro académico de los estudiantes en contextos de vulnerabilidad es un reto importante para países que, como Colombia, tienen disparidades que se profundizan en el sistema educativo. Este artículo estudia los determinantes contextuales que favorecen la resiliencia académica en la educación superior en Colombia. Para ello se estimaron los cambios en la probabilidad de resiliencia académica atribuidos a aspectos institucionales (programa académico, modalidad, naturaleza jurídica de la institución) y del hogar (nivel educativo del padre, área de residencia). Para evaluar la asociación entre las variables señaladas, se analizaron los datos correspondientes a los estudiantes de los grupos socioeconómicos más bajos que obtuvieron resultados en el percentil noventa en el puntaje global de la prueba Saber Pro. El trabajo concluye que aspectos institucionales como el campo de conocimiento del programa y la modalidad, y del hogar como la educación del padre y la conexión a internet elevan la probabilidad de resiliencia académica.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Criar condições para elevar o desempenho acadêmico de estudantes em contextos vulneráveis é um grande desafio para países que, como a Colômbia, têm disparidades que se aprofundam no sistema educacional. Este artigo estuda os determinantes contextuais que favorecem a resiliência acadêmica na educação superior na Colômbia. Para tanto, foram estimadas mudanças na probabilidade de resiliência acadêmica atribuída a aspectos institucionais (programa acadêmico, modalidade, natureza jurídica da instituição) e domiciliares (escolaridade do pai, área de residência). Para avaliar a associação entre as variáveis citadas, foram analisados dados correspondentes aos alunos dos grupos socioeconômicos mais baixos que obtiveram resultados no percentil nonagésimo no escore geral do teste Saber Pro. O estudo conclui que aspectos institucionais, como o campo de conhecimento do programa e da modalidade, e do lar, como a educação dos pais e a conexão com a internet, aumentam a probabilidade de resiliência acadêmica.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The setting up of conditions to raise the academic achievement of students in contexts of social vulnerability is an outstanding challenge for countries that, like Colombia, experience significant social disparities that are exacerbated in the educational system. This article studies the contextual determining factors that encourage academic resilience in higher education in Colombia. To this end, changes in the probability of academic resilience attributed to institutional features (academic program, modality, legal nature of the institution) and domestic aspects (educational level of the parents, area of residence) were taken into account. To evaluate the association between the above-mentioned variables, the author analyzed in a comparative study the data corresponding to students from the lowest socioeconomic groups who obtained results in the ninetieth percentile in the overall score of the Saber Pro test. The conclusion is that institutional aspects such as the field of knowledge of the program and the modality and domestic aspects such as father's education and the availability of internet connection increase the probability of academic resilience.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[calidad de la educación]]></kwd>
<kwd lng="es"><![CDATA[resiliencia]]></kwd>
<kwd lng="es"><![CDATA[ambiente familiar]]></kwd>
<kwd lng="es"><![CDATA[ambiente social]]></kwd>
<kwd lng="es"><![CDATA[Colombia]]></kwd>
<kwd lng="pt"><![CDATA[qualidade da educação]]></kwd>
<kwd lng="pt"><![CDATA[resiliência]]></kwd>
<kwd lng="pt"><![CDATA[ambiente familiar]]></kwd>
<kwd lng="pt"><![CDATA[ambiente social]]></kwd>
<kwd lng="pt"><![CDATA[Colômbia]]></kwd>
<kwd lng="en"><![CDATA[quality of education]]></kwd>
<kwd lng="en"><![CDATA[resilience]]></kwd>
<kwd lng="en"><![CDATA[family environment]]></kwd>
<kwd lng="en"><![CDATA[social environment]]></kwd>
<kwd lng="en"><![CDATA[Colombia]]></kwd>
</kwd-group>
</article-meta>
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</ref-list>
</back>
</article>
