Resumo

MAYER, Liliana  e  CEREZO, Leticia. Tutoring and monthly allowances: Their contributions to the university pathways of young university students in situations of social vulnerability. Rev.latinoam.cienc.soc.niñez juv [online]. 2016, vol.14, n.2, pp.1421-1433. ISSN 1692-715X.  https://doi.org/10.11600/1692715x.14236251115.

This article intends to analyze the results from an impact evaluation of a program implemented in Argentina that promotes higher education inclusion for young scholars living in situations of social vulnerability. The program seeks to achieve this goal through providing two different resources to participating students: a monthly stipend and a working as a tutor. This article presents the results of a primary qualitative research study involving focus groups and interviews, complemented with a quantitative survey that demonstrates the effects of these resources on university pathways for these two groups of students. We divide the effects into two groups: one, relates to the usage and outcomes for their material living conditions and the other is how these resources are used for resources for socialization and subjectivity.

Palavras-chave : Educational Access; higher education; tutoring; stipend; academic term; Educational inclusion; educational path.

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