Actitudes de los estudiantes en escuelas segregadas y en escuelas inclusivas, hacia la tolerancia social y la convivencia entre pares

Ortiz, Iván

doi:10.4067/s0718-45652016000100004

Cited by 3 publications

(2 citation statements)

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“…In the case of the high vulnerability index, the homogeneity of the student population also plays against the attention given to membership and belonging to the educational establishment within the processes of collective self-esteem, considering that in this population there are greater problems of coexistence and satisfaction of basic needs, which ends up directing resources to individual needs, interfering with the possibility of generating processes of cultural adaptation and school identity in these establishments ( Ligueño-Espinoza et al, 2018 ). The cases corresponding to the medium vulnerability index of the particular schools subsidized in the results share the school membership among students with different types of needs and socioeconomic conditions, which would tend to decrease school segregation, and which, according to studies on the benefits of more inclusive and less segregated schools, favors interactions that generate common social identification points to develop processes of school balance and adaptation ( Ortiz, 2015 , 2018 ).…”

Section: Discussionmentioning

confidence: 99%

Collective Self-Esteem and School Segregation in Chilean Secondary Students

et al. 2021

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Chile has established hybrid policies for the administrative distribution of its educational establishments, leading to significant gaps in educational results and school conditions between public, mixed, and private schools. As a result, there are high levels of segregation, and social and economic vulnerability that put public schools at a disadvantage, affecting their image and causing a constant decrease in enrollment. An abbreviated version of Luhtanen and Crocker’s (1992) collective self-esteem scale was adapted and validated for the Chilean educational context because of its usefulness in studying processes of social segregation and cultural coherence, seeking to identify student perception about the appreciation of school actions in the context of belonging and identification with schools, in order to compare between groups according to types of establishment and assess the effects of school conditions on the perception of students. A representative sample of Chilean secondary students between 9th and 12th grades participated (n = 3635, 52.8% women, average age 15.9 years, SD = 1.1). Descriptive analyses, comparison of means between groups, confirmatory factorial analyses, and multi-group analyses were conducted to test the adjustment and invariance of the unifactorial structure of a reduced version of four items. The results indicated that the scale satisfactorily complies with the proposed adjustment indexes, presents total invariance by gender and partial invariance by administrative dependence, and allows establishing statistically significant differences in the collective self-esteem, indicating a higher score for students in the private system, and a lower score for those in the public system. These results show the negative effects of high school segregation on students’ collective self-esteem, affecting the appreciation of personal, collective, and institutional activities and the sense of belonging. Although previous research has explored some of the effects of school segregation, the present study focuses on collective self-esteem, which is closely related to identity and belonging, and allows for further innovative research on school segregation. The scale is useful as an instrument for researching social conditions of student well-being, in regards to educational management.

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Section: Discussionmentioning

confidence: 99%

Collective Self-Esteem and School Segregation in Chilean Secondary Students

et al. 2021

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“…La Tabla 6 en Anexos muestra ejemplos de escuelas mixtas con la distribución bruta de sus alumnos en los cinco quintiles de NSE. Más detalles descriptivos de las escuelas mixtas en Ortiz (2015Ortiz ( , 2016. …”

Section: Composición Social De Las Escuelasunclassified

Relation between schools and municipalities social composition in the Santiago Metropolitan Region

Ortíz

2018

Cal Edu

Self Cite

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RESUMENEste artículo estudia la inclusión social escolar. Se investiga hasta qué punto la composición social de las escuelas se relaciona con la del territorio donde vive la gente, en el entendido de que este aspecto condicionaría las oportunidades de mixtura social escolar. Datos obtenidos de fuentes diversas como la prueba Simce 2013 de 4° básico y la Encuesta Casen 2013 se usaron para averiguar si características comunales tales como el tamaño poblacional, el ingreso monetario de los hogares, la heterogeneidad social, la pobreza y otras, predicen la composición social escolar de las comunas en la Región Metropolita de Santiago. Puesto que se pone el foco en la inclusión social de la escuela -en un contexto general de segmentación-se propone un indicador apropiado para visibilizarla. La quinta parte de los estudiantes de 4°básico en 2013 asistió a clases con compañeros de diversas condiciones socioeconómicas, en escuelas que podrían denominarse inclusivas. Se usó un modelo de regresión logística para ajustar los datos, el cual predijo mejor a las escuelas segregadas que a las mixtas, no obstante, entregó valiosas pistas para entender cómo las variables territoriales pueden afectar a la mixtura escolar.Palabras clave: democratización de la educación, integración escolar, segregación escolar. RELATION BETWEEN SCHOOLS' AND MUNICIPALITIES' SOCIAL COMPOSITION IN THE SANTIAGO METROPOLITAN REGION

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El currículo para el contexto: análisis bibliográfico sobre tendencias para diseñar el currículo de básica secundaria

Vera

Montoya

2019

rev. univ. catol. luis amigó

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El diseño y ejecución curricular se fundamenta desde diferentes referentes teóricos que incluyen aspectos filosóficos, epistemológicos, psicológicos, antropológicos, sociológicos y pedagógicos, así como de la reflexión sobre pertinencia, enfoque social e investigativo, flexibilidad, interdisciplinariedad, entre otros escenarios que hacen compleja la idoneidad del currículo; en palabras de Martha Nussbaum, la educación debe permitir que la sociedad ocupe “su justo lugar” para la formación de sociedades libres, autónomas, compasivas y críticas de las tradiciones. El análisis bibliográfico propuesto, resalta las diferentes tendencias investigativas que incluyen técnicas, métodos y/o modelos innovadores que definen el diseño curricular para el desarrollo de competencias en estudiantes de básica secundaria, para lo cual se establecieron categorías y sub-categorías de análisis, las cuales permitieron identificar entre otros aspectos, la falta de enfoque de capacidades humanas y la necesidad de una mayor articulación del currículo en los contextos de vida.

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Actitudes de los estudiantes en escuelas segregadas y en escuelas inclusivas, hacia la tolerancia social y la convivencia entre pares

Cited by 3 publications

References 3 publications

Collective Self-Esteem and School Segregation in Chilean Secondary Students

Collective Self-Esteem and School Segregation in Chilean Secondary Students

Relation between schools and municipalities social composition in the Santiago Metropolitan Region

El currículo para el contexto: análisis bibliográfico sobre tendencias para diseñar el currículo de básica secundaria

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