dc.creatorHofflinger, Álvaro
dc.creatorVillalobos, Cristóbal
dc.creatorCárdenas, Loreto
dc.creatorTreviño Villarreal, Juan Ernesto
dc.date.accessioned2023-05-17T17:00:59Z
dc.date.available2023-05-17T17:00:59Z
dc.date.created2023-05-17T17:00:59Z
dc.date.issued2023
dc.identifier10.1080/09620214.2023.2211607
dc.identifierhttps://www.tandfonline.com/doi/full/10.1080/09620214.2023.2211607
dc.identifierhttps://repositorio.uc.cl/handle/11534/67007
dc.description.abstractA common criticisms of school choice programs is that, instead of improving student achievement, they would increase school segregation. Parents may use different criteria to choose a school, such as proximity, school quality, or the school's ethnic/racial composition. As a result, the system would be segregated based on the parent's preferences. This research examines the school preferences of indigenous parents and whether ethnic discrimination influences their decision-making process. Longitudinal national-level data from Chile were analyzed using OLS with fixed effects. The results show that indigenous students, particularly those who have suffered ethnic discrimination in middle school, prefer high schools with a higher percentage of indigenous students. Furthermore, it was found that the level of acts of discrimination occurring in middle schools increases as the percentage of indigenous students rises. However, when the proportion of indigenous and non-indigenous students is similar, indigenous students are less likely to face discrimination.
dc.languageen
dc.rightsacceso restringido
dc.subjectSchool choice
dc.subjectParents’ preferences
dc.subjectEthnic discrimination
dc.subjectSchool segregation
dc.titleAre the school choices of indigenous students affected by discrimination? Evidence from Chile
dc.typeartículo


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