Özet:

Abstract Educational equity entails equal opportunities in access, permanence, and successful graduation of educational systems. This study aims to analyze the influence that the social background of the students entering higher education has on their permanence and graduation rates. To this end, the article contrasts the sociodemographic composition of the students from pre-university institutes who entered the majors of Mathematics, Geography, Letters, and Economics at the University of Havana in the 2014-2015 academic year (for Mathematics in 2015-2016) with those students who graduated from this majors at the end of the academic cycle, in 2018-2019. Selection processes took place in the four specialties, first during the access period and then in the university context, which benefited the students with the best social backgrounds. Additionally, inequalities were found between the different provinces regarding the number of spots offered in the majors analyzed and their access rates. The study confirms a better academic preparation among Havana students and their subsequent higher permanence and graduation rates. Likewise, the data shows a migration process to Havana during the students' transit through their college education. Finally, the article analyzes some of the challenges that the Cuban higher education system faces in increasing the access rates of young people belonging to the most disadvantaged and vulnerable groups of society.

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