¿Para qué sirve estudiar? Significados sociales de la educación superior entre estudiantes de primera generación universitaria
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Introducción: la expansión universitaria no elimina las desigualdades de origen ni produce un significado homogéneo de estudiar. Objetivo: comprender cómo los estudiantes de primera generación construyen y transforman los sentidos de la educación superior y examinar las configuraciones estructurales que enmarcan sus trayectorias. Método: estudio de casos múltiples cualitativamente dominante con 139 entrevistas semiestructuradas y 25 líneas de vida en dos instituciones públicas anonimizadas del norte de Veracruz, México. El análisis temático reflexivo se complementó con análisis de correspondencias múltiples, agrupamiento jerárquico de Ward, asociaciones categóricas con control de la tasa de falsos descubrimientos y regresión logística exploratoria con errores robustos y verificación de separación. Resultados: se identificaron siete repertorios interpretativos y tres perfiles estructurales. Las cuatro primeras dimensiones del análisis de correspondencias concentraron 64.7 % de la inercia. La beca se asoció con menor probabilidad de carga dual de trabajo remunerado y demanda familiar (OR = 0.04; IC 95 % [0.01, 0.16]), sin interpretación causal. Conclusión: estudiar opera como una promesa educativa situada que articula movilidad, reciprocidad, identidad, conocimiento, pertenencia y resistencia bajo costos materiales y emocionales heterogéneos.
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