Alumnado de origen inmigrante en la educación postobligatoria: el acceso a ciclos formativos o bachillerato en Cataluña

Students of immigrant origin in Spain are less represented in post-compulsory studies due to their higher dropout rate. It is the result, among other reasons, of the lower success in obtaining the ESO degree and of the socioeconomic characteristics of their families. Among those who continue studying, the place of origin is still important to discriminate between those who opt for the Baccalaureate and those who do so for the Vocational training. In this research, students of immigrant origin in Catalonia are analysed from a cohort typology, which allow us to locate the origin of the students in relation to that of their parental nucleus. Next, we framework the school population in the territory, to focus on the minimum spatial units that are representative enough, associating them with a specific family income under the hypothesis that the greater the wealth, the greater the probability of following Baccalaureate studies. In short, the main objective is to evaluate the differential access to intermediate vocational training studies instead of following the baccalaureate depending on the migratory situation of the parental nucleus, focusing on Catalonia during the 2015- 16 academic year. To this end, individual characteristics are added to those of the household and the territory of residence using multilevel techniques, thanks to the linking of administrative scholar enrolment files to the municipal register of inhabitants. The results confirm that the choice of a training cycle is directly linked to age, male gender, and one's own or parental migration status of African origin. This leads us to the interpretation that the professional pathway is associated with the need for a quick insertion into the labour market.