Abstract:

Educational inequality is a serious problem worldwide, which manifests itself in differences in access, permanence and learning of students. This is a basic research, with a quantitative approach, non-experimental design, cross-sectional and descriptive correlational scope, since it sought to determine the relationship between social inequality and educational quality in an educational institution. The population consisted of 740 students from a secondary school, from which a non-probabilistic convenience sample of 196 4th and 5th year students was selected. Data were collected by means of questionnaires at a single point in time. The study made it possible to generate theoretical knowledge that will serve as a basis for future research on these key variables for educational equity. The technique used to collect data was the survey, using questionnaires as instruments. The social inequality questionnaire consisted of 23 items and 3 dimensions, while the educational quality questionnaire had 21 items and 3 dimensions. Both instruments were validated by expert judgment, obtaining a content validity index (Aiken's V) above 0.87. The reliability of the instruments was determined by Cronbach's Alpha coefficient, obtaining values of 0.71 for social inequality and 0.92 for educational quality, which shows high internal consistency. Data processing was carried out using SPSS software and the Excel program. Then, inferential analysis was applied, starting with a normality test (Kolmogorov-Smirnov) to determine the appropriate correlation coefficient (Pearson or Spearman) and establish the relationship between the variables. Regarding ethical aspects, a commitment to values such as respect, honesty and truthfulness was demonstrated at all stages of the research. The results of this study showed that no significant relationship was found between social inequality and educational quality. Nor were significant relationships found between social inequality and infrastructure and resources, teaching staff, or social environment. The main conclusions of the study are: No significant relationship was found between social inequality and educational quality. Other factors beyond social disparities seem to influence the educational quality perceived by students. The predominant perception is that social inequality is at a "medium" level, without this translating into lower educational quality. Nor were significant relationships found between social inequality and the dimensions of educational quality (infrastructure, teaching staff and social environment).

Keywords:

Social inequality, educational quality, students.