Socioeconomic Segregation in Higher Education: Evidence for Chile (2009–2017)

Abstract

This paper was the first to analyze the magnitude, temporal evolution, and decomposition of socioeconomic segregation in Chilean higher education, over the period 2009 to 2017, in which relevant policies aimed at strengthening inclusion and equity in the system were introduced. Two segregation indices, the dissimilarity index and the square root index, are used to meet these objectives. The results show high and persistent segregation for high socioeconomic status students, in contrast to the moderate and decreasing segregation levels seen in the low and middle socioeconomic groups. Besides, the decomposition exercise posits the universities as the focus of segregation in this system, where both the institution and the degree program constitute relevant factors in understanding the unequal distribution of high socioeconomic status students. These results invite an in-depth look at the mechanisms that hinder social integration in this area, with a particular emphasis on the segregation of the highest socioeconomic status students, whose place in this system promotes their academic and social differentiation.

Unpacking (un)conscious social class bias in faculty hiring processes in Chile: PhD prestige granting university and network

“…The primary and secondary school systems in Chile are considered among the most socioeconomically segregated and privatised of the OECD countries (Kuzmanic et al, 2021). The system is made up of three main types of schooling: private (completely paid by families), public (state-owned, completely free), and subsidised (privately owned, but the state pays a voucher per student enrolled).…”

“…At the college level, the relationship between social class of origin and unequal chances of entering prestigious undergraduate programs/universities is reproduced through the national admission test to enter higher education (Kuzmanic et al, 2021). Consequently, the fifty-six existing universities in Chile are not only differentiated by their institutional mission, accreditation, and their public and private nature, but also by the sociodemographic profile of their students (Muñoz & Blanco, 2013).…”

“…This high level of income inequality was one of the causes that triggered the street protest at the end of 2019, literally called Social Outburst (Estallido Social). Such a high level of income inequality is reproduced in the education system, where family socioeconomic status is one of the major predictors of educational achievement (Kuzmanic et al, 2021). Considering Chile's case, I critically analyse the hiring procedures of seven academic departments during the first two stages of any academic hiring: recruitment and selection of candidates.…”

“…This high level of income inequality was one of the causes that triggered the street protest at the end of 2019, literally called Social Outburst (Estallido Social). Such a high level of income inequality is reproduced in the education system, where family socioeconomic status is one of the major predictors of educational achievement (Kuzmanic et al, 2021).…”

Percepciones Sociales de los Estudiantes de Educación Superior de Élite: Un Estudio del Caso Chileno

“…Dentro de los países de América Latina, Chile puede ser considerado un caso paradigmático que da cuenta de una reciente masificación de la educación superior (Brunner & Ganga, 2016). En poco más de tres décadas, este país ha elevado su cobertura de escolaridad de pregrado desde el 8% en 1980 al 53% en 2015 (Espinoza & González, 2015), al mismo tiempo que ha visto disminuir la brecha de acceso a la universidad entre los quintiles de ingreso más bajos y más altos (Brunner & Miranda, 2016), lo que ha generado una reducción de la segregación socioeconómica en casi todo el sistema terciario, con la excepción del 5% de mayor nivel socioeconómico, que aún se encuentra altamente segregado en la educación superior del país (Kuzmanic et al, 2021).…”