Ethnic Discrimination against Mapuche Students in Urban High Schools in the Araucanía Region, Chile

Abstract

Ethnic or racial discrimination towards children and adolescents at schools is of concern in many contexts around the world because it is associated with diverse psychosocial, behavioural, emotional, and identity problems. The purpose of this study was to identify the types of ethnic discrimination experienced by indigenous Mapuche adolescents in schools in Chile. The study was qualitative in nature and two techniques were used: semi-structured interviews and focus groups involving an 'indicative' sample of 80 participants (30 students and 50 teachers) from three urban high schools in the Araucanía Region, Chile. Three modes of ethnic discrimination were identified: verbal, behavioural-attitudinal and institutional. A 'non virtuous cycle' of discrimination is suggested. It originates with teachers' prejudiced attitudes that lead to attributions of deficit among Mapuche adolescents. When these attributions are activated, they lead to a diminished sense of competence, avoidance and segregation among Mapuche students who then withdraw from active participation in learning, which perpetuates and confirms teachers' prejudice and attributions. Recommendations for the educational system, schools, and teachers are discussed to diminish the manifestation of ethnic discrimination at schools and its negative consequences for indigenous adolescent population.

Bias against Indigenous Chileans in a conflictive context: Literature review and theoretical integration.

“…Finally, studies examining discrimination against Mapuche adults and children support the presence of the two behavioral tendencies, active and passive harm, through which contemptuous bias is expressed (Becerra, Merino, & Mellor, 2015;Merino, 2007;Merino et al, 2008Merino et al, , 2009Merino et al, , 2017Otzen et al, 2016;Turra Díaz, 2016). Evidence of active harm includes verbal actions, such as name-calling, general and direct verbal remarks used to belittle, verbal abuse, intimidating remarks, jokes, and taunts, and behavioral actions, such as intrusive looks, segregation, harassment, assault, mockery, and unfriendliness.…”

Emotion and Exclusion: Key Ideas from Vygotsky to Review our Role in a School with a Cultural Diversity Setting

“…reflects a process of exclusion that, in contexts of cultural diversity, has resulted in racism and ethnic discrimination against Mapuche Students (BECERRA; MERINO;MELLOR, 2015). Nevertheless, racism and discrimination in schools are not exclusive to South American educational system; this has a long history in schooling worldwide.…”

Educación intercultural: Una Alternativa a la Educación Monocultural en Contexto Mapuche

“…Hoy, niños, jóvenes y adultos mapuches que transitan por la educación chilena, proyectan recorridos más complejos que los no mapuches (Sevilla y Dutra, 2016;Sepúlveda y Valdebenito, 2020;. La presencia de experiencias de aprendizaje discriminatorias y el trato diferenciado, son variables mediadoras y anuladoras del proceso de construcción identitario (Becerra et al, 2015). La combinación de estudios y trabajo favorecen la construcción de identidades profesionales anticipadas, complejizando la experiencia vital y académica (Merino et al, 2020).…”