The Impact of Socioeconomic Status on Educational Access and Equity in Santa Cruz de Tenerife

This investigation explores the extent to which socioeconomic status (SES) shapes access to educational opportunities in Santa Cruz de Tenerife and its implications for educational equity.

The methodology utilizes a multi-level qualitative approach, triangulating interviews with a regional education official, a school principal, and an NGO representative with quantitative data from OECD and AROPE. The author applies Beetham’s legitimacy framework (input, procedural, and output) and Galtung’s theory of structural violence to analyze systemic failures.

The findings highlight a significant disconnect between formal policy goals (SDG 4) and lived experiences, concluding that structural inequalities persist despite government commitments. The paper is distinguished by its nuanced application of political theory to a localized case study.