Effects of Perceived Discrimination on the School Satisfaction of Brazilian High School Graduates

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Rubia R. Valente
Brian J.L. Berry


This paper analyzes the consequences of peer victimization for the satisfaction with schooling (“happiness”) of college-bound high school graduates in Brazil.  Several types of victimization are explored including discrimination due to race/ethnicity, socioeconomic status, gender, sexual orientation, religious affiliation, and disability. We compare the satisfaction with their schooling of students planning to head to college straight from high school and older students applying for college later in life (“nontraditional students”). We conclude that students who perceived that they had been discriminated against were more dissatisfied with their school experience than those who did not, ceteris paribus, and we relate level of dissatisfaction to type of discrimination. The older student evidence reveals that this dissatisfaction wanes with time and age, however. Our conclusions are based upon ordered logistic analyses of data for 2.4 million current high school seniors and 78.7 thousand older students drawn from the Exame Nacional do Ensino Médio questionnaire (ENEM).

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How to Cite
Valente, R. R., & Berry, B. J. (2017). Effects of Perceived Discrimination on the School Satisfaction of Brazilian High School Graduates. Brasiliana: Journal for Brazilian Studies, 5(1), 405–440. https://doi.org/10.25160/bjbs.v5i1.22093
General Articles
Author Biographies

Rubia R. Valente, The University of Texas at Dallas

School of Economic, Political and Policy Sciences
Research Associate


Brian J.L. Berry, The University of Texas at Dallas

School of Economic, Political and Policy Sciences

Lloyd Viel Berkner Regental Professor


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