The sociological literature reinforces the existence of educational inequalities associated with social inequalities. School performance and aspiration for scientific careers reveal educational, class and gender distinctions. Despite this, some authors defend the possibility of reversing this broad social framework through individual practices within the science classroom. In this article we compare the effects of macro, meso and microsociological factors on the performance of aspiring scientific careers. We adopted as a secondary source the answers to the ENEM questionnaire of 180,000 students and carried out a Multiple Correspondence Analysis to understand the possible structuring effects of pluriscale factors in explaining performance in the exam. We conclude this study reinforcing the weight of macrosocial factors in the persistence of educational inequalities and pointing out possibilities for changes in mesosocial scale factors.