Alejandro Montes holds a PhD in Sociology from the Autonomous University of Barcelona and currently works as a postdoctoral researcher at the Complutense University of Madrid. Since 2013 he is part of the research group on Globalization, Education and Social Policies (GEPS-UAB) and from 2018 to 2020 also of the Interdisciplinary Group of Educational Policies (GIPE). He previously developed his teaching-academic training at the UAB, first as a predoctoral fellow in the Department of Sociology, and finally, as an associate professor in the Department of Sociology in the area of Education.
Among the lines of research developed in his academic and research career, the analysis of educational inequalities, educational transitions, school segregation scenarios, the processes of success, failure and early school leaving and, finally, the role of new opportunities schools (also known as second chance schools) stand out. Within the framework of this trajectory, he has participated in several competitive research projects, both internationally and nationally. He is currently participating in the European project H2020 entitled “Pioneering policies and practices tackling educational inequalities in Europe (PIONEERED)”.
He has published and participated in various national and international journals and conferences. Their main areas of interest are: educational trajectories and transitions; educational inequalities; early school leaving and educational return; and the analysis of educational paths, specifically in access to higher education. The title of his doctoral thesis is “Non-traditional pathways in access to Higher Education: New and old inequalities in times of educational expansion”. His doctoral project analyzes the inequalities in access to higher education (with a special emphasis on the social class analysis) trying to identify ways and profiles of non-traditional access.