Browsing by Author "Hernández Vejar, Macarena Javiera"

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    Clases medias e inclusión escolar: Explorando la zona de mediación de la desegregación en las escuelas
    (2021) Hernández Vejar, Macarena Javiera; Carrasco, Alejandro
    © 2021 Pontificia Universidad Catolica de Valparaiso. All rights reserved.This article explores the implementation of the Inclusion Law within schools from the middle-classes perspective. The study is framed on the 'zone of mediation' approach to desegregation policies, and is based on a case study of three private-subsidized schools of Magallanes-which educate different middle-class fractions and have undergone changes in their social composition since the introduction of the New School Admission System. The findings highlight the powerful normative and political forces embedded on parents' resistance to the reform, underscore the construction of symbolic distinctions and pressures for separation between old/new students within communities, and point to the weak role of schools in confronting families' apprehensions. Based on these findings, the article discusses the complexity of implementing the Inclusion Law in middle-class schools and the challenges of moving toward desegregation within schools.
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    Confiances multiples (et parfois dissociées) des enseignants chiliens : Une étude dans les écoles primaires de la région de Valparaíso
    (2016) Weinstein, José; Raczynski, Dagmar; Hernández Vejar, Macarena Javiera
    This article describes a study conducted in the primary schools of the region of Valparaíso, in Chile, on two types of trust felt by teachers and on the ties that can potentially develop between them: relational trust and political trust. The former refers to the sentiment teachers feel towards the different actors with whom they are in daily contact within the school environment, while the latter refers to the trust they have in the educational institutions or other institutions or key actors within Chilean society. After a brief description of the concepts and research framework employed in the analysis, the article presents the methodology used in the study as well as its main results. It then provides a few overall conclusions and discussion points based on the data presented.
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    School admission in Chile, new rules of the game, and the devaluation of Middle-class capitals
    (2021) Carrasco Rozas, Alejandro Javier; Hernández Vejar, Macarena Javiera; Honey, Ngaire Noelle; Oyarzún Morel, Juan De Dios
    This paper illustrates the influence of a new national assignment system (NSAS) on Chilean middle-class advantage. This system was designed to increase educational equity by changing the previous school admission "rules" that were prejudicial against low-income students. We use Bourdieu's conceptual tools, drawing on concepts of capitals and field, to analyse the influence of the new rules of the game on the value of middle-class capitals. To understand how the new rules shape middle-class families' advantages, we link qualitative and quantitative analyses that empirically explore how families subjectively interpret the policy change and how objectively it shapes their access to desired schools. The qualitative phase shows that middle-class parents experience the NSAS as a risky new scenario. However, quantitative analysis shows the NSAS is associated with only a modest decrease in middle class-advantages. We illustrate the difficulty of transforming marketized educational systems, where previously privileged families react against equity-driven changes.
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    White Middle-Class Families and Sociocultural Diversity in Schools: A Literature Journal article review
    (2018) Hernández Vejar, Macarena Javiera
    School choice parental practices have been extensively researched worldwide.Recently, an emergent line of studies has focused on the case of mostly white middle-class parents, who, in contrast to the dominant trend identifed by sociologicalresearch, choose or are willing to choose a socially, racially and/or ethnically diverseschool for their children. The purpose of this article is to review the literature published between 2000 and 2017 on this nascent feld, exploring the characteristicsof families’ ‘against the grain’ choice processes, the parental practices deployedfor managing school diversity, and their consequences for intra-school integration.Results highlight (a) the tensions underlying parental choices for diversity, (b) themultiple individual and collective practices that families implement to confront sociocultural school mix, and (c) the implications for the emergence of social and racial/ethnic intra-school segregation and power dynamics within communities. Based onthe fndings presented, the article discusses suggestions for further research.