Relación entre segregación y convivencia escolar en escuela públicas chilenas

Translated title of the contribution: Relationship between segregation and school climate in Chilean schools with high scores PISA 2009

Paula Ascorra, Verónica López, Carmen Gloria Núñez, María Ángeles Bilbao, Gabriela Gómez, Macarena Morales

Research output: Contribution to journalArticlepeer-review

8 Scopus citations

Abstract

Chilean education is highly segregated, making it difficult to construct cohesive and democratic societies. Through a mixed-method sequential design we explored the relationship between segregation (selection and socioeconomic level) and quality of school climate, taking as example the 200 Chilean schools who participated in the PISA 2009 test. The results evidence worst school environments in public, non-selective and low socioeconomic status schools, where students feel stigmatized and discriminated by academic, social, family and political variables. We discuss the need to revise the education policy that encourages competition among schools for academic performance and training in civics to move towards more integrated schools and more democratic societies.

Translated title of the contributionRelationship between segregation and school climate in Chilean schools with high scores PISA 2009
Original languageSpanish
Pages (from-to)65-78
Number of pages14
JournalUniversitas Psychologica
Volume15
Issue number1
DOIs
StatePublished - 2016
Externally publishedYes

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