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DDI study level documentation for study 10.7802/2047 Stata Do-Files, Log-Files and additional results for the article "Educational aspirations and decision-making in a context of poverty. A test of rational choice models in El Salvador" Stata Do-Files, Log-Files and additional results for the article "Educational aspirations and decision-making in a context of poverty. A test of rational choice models in El Salvador" Stata Do-Files, Log-Files and additional results for the article "Educational aspirations and decision-making in a context of poverty. A test of rational choice models in El Salvador" 10.7802/204710.7802/204710.7802/204710.7802/2047 Combet, Benita Combet, Benita Jakob, Martina Jakob, Martina GESIS Data Archive for the Social SciencesGESIS Datenarchiv für Sozialwissenschaften BildungsungleichheitEntwicklungssoziologieBildungsentscheidungsoziale UngleichheitBildungsungleichheitEntwicklungssoziologieBildungsentscheidungsoziale Ungleichheit Previous research on educational aspirations and educational decision-making has mostly focused on high-income countries and thus on a relatively homogeneous socio-economic context. However, educational decision-making may be sensitive to contextual factors such as economic deprivation, a dysfunctional welfare state or poor access to credit markets – characteristics shared by most low- and middle-income countries. To better understand how economically disadvantaged individuals in developing countries make their educational choices, we conducted a survey based on a random sample with high school students in the rural department Morazán in El Salvador, a lower middle-income country in Latin America. Our results show that regardless of the social background, almost all students aspire to pursue tertiary education, probably due to the high tertiary degree premium in earnings and the high social benefits. However, the lack of possibilities to finance their studies generally prevents the realisation of these aspirations for lower social background students. While in high-income countries, cost factors are not very important in the decision-making process, the burden of costs explains around 45 percent of the social background effect in El Salvador. Other factors such as academic confidence, expected future economic benefits, parental status maintenance wish, individual risk aversion and time discounting preferences play only a minor role.Previous research on educational aspirations and educational decision-making has mostly focused on high-income countries and thus on a relatively homogeneous socio-economic context. However, educational decision-making may be sensitive to contextual factors such as economic deprivation, a dysfunctional welfare state or poor access to credit markets – characteristics shared by most low- and middle-income countries. To better understand how economically disadvantaged individuals in developing countries make their educational choices, we conducted a survey based on a random sample with high school students in the rural department Morazán in El Salvador, a lower middle-income country in Latin America. Our results show that regardless of the social background, almost all students aspire to pursue tertiary education, probably due to the high tertiary degree premium in earnings and the high social benefits. However, the lack of possibilities to finance their studies generally prevents the realisation of these aspirations for lower social background students. While in high-income countries, cost factors are not very important in the decision-making process, the burden of costs explains around 45 percent of the social background effect in El Salvador. Other factors such as academic confidence, expected future economic benefits, parental status maintenance wish, individual risk aversion and time discounting preferences play only a minor role. El SalvadorEl Salvador In coordination with the NGO Consciente in El Salvador and the Salvadoran Ministry of Education (MINED), a survey with 450 high school students in their final year in the department of Morazán was conducted. The 20 classes from 15 schools were selected randomly from a list previously obtained from MINED. To enhance the efficiency of estimations, a stratified sample was drawn. Geographical location (North, Centre, and South) and secondary school track (general, technical, and weekend high school) were used as stratifying variables. In the selected classes, a questionnaire was administered to all students present at the time of data collection (overall student absenteeism of about 8% resulted in a response rate of 92%). Cross-sectionCrossSectionQuerschnittCrossSection Wahrscheinlichkeitsauswahl - Mehrstufige ZufallsauswahlWahrscheinlichkeitsauswahl - Mehrstufige Zufallsauswahl Eigenständig auszufüllender FragebogenEigenständig auszufüllender Fragebogen Free access (without registration) - The research data can be downloaded directly by anyone without further limitations.Freier Zugang (ohne Registrierung) - Die Forschungsdaten können von jedem direkt heruntergeladen werden. http://dbkapps.gesis.org/dbkoai/oai.asp oai:dbk.gesis.org:SDN/10.7802_2047 2023-03-11 ddi:codebook:2_5