Variables de la casa y la familias: Estatus profesional de los padres: A los estudiantes se les pide que informen de las ocupaciones de sus madres y padres e indiquen si cada uno de los padres está: en un trabajo remunerado a tiempo completo, en un trabajo remunerado a tiempo parcial, sin trabajo pero en busca de un trabajo remunerado u "otras".
Las respuestas abiertas se codifican posteriormente según la Clasificación Internacional Standar de Ocupaciones (ISCO 1988).
El Índice socioeconómico Internacional de Estatus de Ocupación de PISA (ISEI) se deriva de las respuestas de los estudiantes sobre la ocupación de sus padres. El índice captura los atributos de las ocupaciones que convierten la educación los padres en ingresos. El ISEI se basa en las ocupaciones bien del padre bien de la madre, utilizando la que sea superior.
En este apartado se incluye además: la estructura familiar, el número de libros en casa, la comunicación cultural con los padres, los recursos educativos en casa y el estatus de inmigración. Estos datos se complementan con el género y el compromiso con la lectura. También se evalúan el ambiente de aprendizaje en el centro
Extraído del informe PISA 2000 "Reading for Change". Para que la Condesa pueda "entenderlo" se lo ponemos a continuación en inglés.
Individual characteristics of the student
• Gender: Females were recoded to 1, males to 0.
• Engagement in reading: This is an index of how much the student engages in reading and is composed of the amount of time spent on reading in general, on different sources (magazines, comic books, fictions, non-fiction books, newspapers), and nine items measuring the student’s attitude toward reading. This variable is an indicator of the student’s engagement and interest in reading and motivation to read.
Home and family background variables
• Family structure: Students living with two parents/guardians were coded to 1. Other students have a 0 on this variable. It indicates whether the student lives in a nuclear family.
• Number of books in the home: This is an indicator of literacy resources at home and refl ects also the educational and socio-economic background of the family. This variable has been used as an indicator for students’ socio-economic and educational background in most international studies on educational achievement (TIMSS, IEA Civic Education Study, IEA Reading Literacy Study).
• Cultural communication with parents: This is an index of students’ reports on how often parents discuss political or social issues, discuss books, films or television programmes or listen to classical music with the student. It indicates how often parents spend time in communicating with the student on socio-cultural issues.
• Home educational resources: This index is derived from students’ reports on the availability and number of resources at home that may have a favourable impact on the student’s learning (quiet place to study, desk for study, text books, number of calculators.).
• Immigration status: Students’ reports on where they and their parents were born were recoded so that 1 indicates that a student and both of his or her parents were born in another country (0 for all other students). This variable indicates whether a student comes from a ‘fi rst-generation’ immigrant family. Preliminary analyses showed that the language spoken at home has a strong effect in many countries, typically those with a higher proportion of immigrants. That is, students who, most of the time, speak a language at home different from the test language on average have lower reading scores. But as this question was not included in two countries’questionnaires and as in a considerable number of countries this variable had a high percentage of non-responses it was decided not to include this variable in the final model.
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