Copyright (c) 2025 Jesús David Torres Lugo, Natalia Velasco Cometa, Andrés Mauricio Gómez Sánchez (Autor/a)
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Factors influencing the academic performance of the Economics Program at the University of Cauca (Colombia)
Objective: To identify personal, socioeconomic, and institutional factors that influence academic performance among Economics program students at Universidad del Cauca (Colombia), representing the first study of this nature conducted at a university located in the country's economic periphery. Method: A stochastic discrete choice model (Probit) was employed using representative information from the Economics program student population, considering the particularities of the social, economic, and political dynamics of the Caucano territory. Results: Mother's education and high socioeconomic status positively influence student academic performance. Conversely, failing courses and belonging to indigenous ethnicity are associated with lower academic performance. The profile of a high-performing student corresponds to a young, non-indigenous woman from high socioeconomic status with a mother having higher educational attainment.Conclusion: Marked gender, ethnic, and socioeconomic gaps exist that affect academic performance in peripheral university contexts. The findings demonstrate the need for differentiated institutional policies that address structural inequalities and promote academic equity in territories with particular socioeconomic dynamics.
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