Educational trajectories of indigenous students in Chile: Horizontal stratification in secondary and tertiary education

Andrea Alvarado-Urbina

doi:10.1016/j.rssm.2025.101068

Educational trajectories of indigenous students in Chile: Horizontal stratification in secondary and tertiary education

Título traducido de la contribución: Trayectorias educativas de estudiantes indígenas en Chile: Estratificación horizontal en la educación secundaria y terciaria

Andrea Alvarado-Urbina

Departamento de Educación

Producción científica: Contribución a una revista › Artículo › revisión exhaustiva

Resumen

Diversos estudios vinculan el origen étnico con la desigualdad en los resultados educativos; este estudio aporta una perspectiva novedosa a la literatura al abordar las experiencias de los pueblos indígenas con las dimensiones verticales y horizontales de la estratificación en el sistema escolar chileno. En particular, investigo la transición de la educación primaria a la secundaria y a la educación superior, comparando la matriculación en carreras académicas y vocacionales en los niveles secundario y terciario. Mediante una serie de regresiones logísticas, estudio las diferencias en estas transiciones educativas cruciales asociadas con la condición indígena, junto con el género y la ubicación geográfica. Los análisis de la cohorte de séptimo grado de 2012 muestran que la condición indígena aumenta la probabilidad de matricularse en escuelas secundarias vocacionales, pero en cuanto a la transición a la educación superior, la condición indígena solo es relevante cuando no se incluye el nivel socioeconómico escolar. No obstante, los graduados de escuelas secundarias vocacionales (donde se concentran los estudiantes indígenas) tienen menos probabilidades de matricularse en la educación superior y más probabilidades de matricularse en programas de educación superior vocacionales en lugar de académicos. En general, la condición indígena tiene un claro impacto en la transición de los estudiantes de la educación media a la secundaria, lo que tiene consecuencias relevantes para la transición a la educación superior.

Título traducido de la contribución	Trayectorias educativas de estudiantes indígenas en Chile: Estratificación horizontal en la educación secundaria y terciaria
Idioma original	Inglés
Número de artículo	101068
Publicación	Research in Social Stratification and Mobility
Volumen	98
DOI	https://doi.org/10.1016/j.rssm.2025.101068
Estado	Publicada - ago. 2025

Palabras clave

Chile
Estratificación horizontal
Estudiantes indígenas
Estratificación social
Educación vocacional

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10.1016/j.rssm.2025.101068

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title = "Educational trajectories of indigenous students in Chile: Horizontal stratification in secondary and tertiary education",

abstract = "Multiple studies connect ethnic background with uneven educational outcomes; this study contributes a novel perspective to the literature by attending to indigenous peoples{\textquoteright} experiences with vertical and horizontal dimensions of stratification in the Chilean school system. In particular, I investigate the transition from primary to secondary school and to higher education, comparing enrollment in academic and vocational tracks at the secondary and tertiary levels. With a series of logistic regressions, I study differences in these critical educational transitions associated with indigenous status, together with gender and location. Analyses of the 2012 seventh-grade cohort show that indigenous status increases the likelihood of enrolling in vocational high schools, but regarding the transition to higher education, indigenous status is only relevant when school SES is not included. Nevertheless, vocational high school graduates (where indigenous students concentrate) are less likely to enroll in higher education, and more likely to enroll in vocational instead of academic higher education programs. Overall, indigenous status has a clear impact on students' transition from middle school to high school, which has relevant consequences for the transition to higher education.",

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author = "Andrea Alvarado-Urbina",

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AB - Multiple studies connect ethnic background with uneven educational outcomes; this study contributes a novel perspective to the literature by attending to indigenous peoples’ experiences with vertical and horizontal dimensions of stratification in the Chilean school system. In particular, I investigate the transition from primary to secondary school and to higher education, comparing enrollment in academic and vocational tracks at the secondary and tertiary levels. With a series of logistic regressions, I study differences in these critical educational transitions associated with indigenous status, together with gender and location. Analyses of the 2012 seventh-grade cohort show that indigenous status increases the likelihood of enrolling in vocational high schools, but regarding the transition to higher education, indigenous status is only relevant when school SES is not included. Nevertheless, vocational high school graduates (where indigenous students concentrate) are less likely to enroll in higher education, and more likely to enroll in vocational instead of academic higher education programs. Overall, indigenous status has a clear impact on students' transition from middle school to high school, which has relevant consequences for the transition to higher education.

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KW - Indigenous students

KW - Social stratification

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Educational trajectories of indigenous students in Chile: Horizontal stratification in secondary and tertiary education

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