Bibliometric analysis of educational research on sociocultural/socioeducational disadvantage in the period 2015 to 2019

Abstract

Equity in education has been analyzed from a socio-economic and cultural perspective, insofar as student performance has to depend on their abilities and not on their social, economic and cultural context. The 2019 PISA report notes that socio-family factors have a decisive influence on student performance. In Spain, 53% of students from disadvantaged families repeat the course throughout their schooling and 79% of those who drop out of training come from socio-culturally disadvantaged families. With the Organic Law of Education (2006) there is the step of compensation understood as adaptation to compensation understood as inclusion that pursues success for all students. In the last ten years the bibliometric impact of the socio-economic, demographic and cultural context variables on education has not been analyzed, so the objective of this research is to conduct a bibliometric study of the scientific impact in the form of an article or Research book in magazines and publishers during the period between January 2015 and December 2019. The study is carried out from a descriptive and quantitative methodology taking as reference bibliometric indicators of production, in number of citations and indicators of visibility and of impact on different databases: WoSs / Social Science Citation Index, ERIC and Dialnet. The results show that the impact of scientific production is insufficient for the needs detected and assumes a decreasing direction while international barometers on education propose lines of work around the inclusion and guarantee of quality education.

Keywords

• desventaja sociocultural
• desventaja socioeducativa
• compensación educativa
• programas de refuerzo
• orientación y apoyo
• inclusión