Browsing by Author "Villalobos, Cristobal"

Now showing 1 - 11 of 11
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    CCTs and conditionalities: An exploratory analysis of not meeting conditional cash transfer conditionalities in Chile’s Families Programme
    (2019) Reininger, Tal; Villalobos, Cristobal; Wyman, Ignacio
    Since the mid-1990s, conditional cash transfer programmes have rapidly proliferated in Latin America, although little research has examined the characteristics of families who do not meet programme conditionalities. In order to contribute to this gap in knowledge, this study sought to identify the individual, family and programme variables associated with not meeting conditionalities of Chile’s CCT.The study found that certain variables related to family vulnerability were associated with not meeting conditionalities. These findings uncover an important contradiction in Chile’s CCT programme, since while seeking to guarantee social inclusion the programme may in fact be contributing to greater exclusion. 
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    Family Trajectories and Terminations in Conditional Cash Transfer Programs: The Case of Chile's Ethical Family Wage Program
    (2018) Reininger, Tal; Villalobos, Cristobal; Wyman, Ignacio
    On an international scale, conditional cash transfer (CCT) programs have rapidly expanded. Since their boom in the 1990s newer modalities have emerged, incorporating some innovative components. The following study sought to examine one particular CCT program heralded as innovative due to its psychosocial and socio employment accompaniment components: Chile's Ethical Family Wage program. Utilizing administrative data from the Ministry of Social Development this exploratory study sought to examine family trajectories in the program with a particular focus on those families who were terminated from the program due to not meeting conditionalities. Findings from the study indicate that the program deviates sharply from its theoretical implementation. Furthermore, the probabilities of program termination increased in those families headed by younger adults, female and single-headed households, households with higher levels of education as well as larger families. However, a greater number of children decreased the probabilities of program termination as was homeownership. Implications of the findings for policy and practice are discussed.
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    I Justify Myself, Therefore I am. Regimes Of Justification In Chilean Elite Universities
    (Policy Press, 2024) Quaresma, Maria Luisa; Villalobos, Cristobal; Fergnani, Mario; Diaz, Barbara
    Few studies focus on understanding the role of universities in the elites' legitimation processes. This article examines how elite universities-in the context of Chilean tertiary education massification-actively create privileged statuses. Focusing on eight case studies, we examine how these universities justify their roles and existence, generating distinctions that promote highly exclusive spaces, replicating elite privilege. Through 48 semi-structured interviews, this article focuses on understanding the justification arguments employed by faculty and deans from these elite institutions. Following Boltanski's and Thevenot's theoretical model, the results illustrate three different justification regimes: i) arguing for their elite status within the university system; ii) justifying the role they fulfil within Chilean society; and iii) defending their existence in the social structure. These regimes combine arguments relating to social justice, efficiency and market system performance in an eclectic and pragmatic way.
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    Old and new social movements in the educational field. An analysis of the trajectory of collective action frames in Chile (1990 - 2014)
    (Policy Press, 2023) Villalobos, Cristobal; Parcerisa, Lluis
    As a consequence of the neoliberal reforms initiated in the 1980s by the Pinochet dictatorship, education in Chile has become a highly controversial issue. Despite the extensive literature on social movements and education in Chile, there is still little evidence on the role of classic social movements and new social movements (NMS) in the educational field, and there is even less evidence on the evolution of the collective action frames of these actors over time. To contribute to this discussion, this article seeks to examine the trajectory of the discursive frameworks of collective action (diagnosis and prognosis) developed by different educational actors (teachers, university students and high school students) between 1990 and 2014. Methodologically, the article is based on a descriptive quantitative analysis of a database that follows the Protest Event Analysis (AEP) method, including 1,468 protest events. The results show the hybridization of the discursive tactics deployed in the protests by the classic social movements (teachers) and NMS (student movement) and the differences that exist concerning the protests' discursive frames over time of these groups. In this way, the article identifies convergences and divergences between actors and certain transversal changes over time, which allows discussing the potentialities and limitations of the theory of old and new social movements.
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    Pandemic and Social Work in Chile: Precarity, Precariousness and the Quest for Resistance in an Uncertain World
    (2022) Reininger, Taly; Munoz-Arce, Gianinna; Villalobos, Cristobal; Torres, Carla Morales; Campillo, Claudia
    In Chile, the Covid-19 pandemic overlapped with a socio-political crisis that arose in response to the neoliberal model imposed during Pinochet's dictatorship. Social workers have been key to addressing the multiple vulnerabilities the population has faced during the political uprising and pandemic. From a critical perspective that analyses precarity, precariousness and resistance as a continuum, this article examines SWs' employment and intervention conditions during the pandemic and the resistances that have emerged in this context. Drawing upon a mixed sequential study that included an online survey (N = 872) and forty-two semi-structured (online) interviews, we identified that precarity and precariousness affecting professional interventions have persisted. However, findings indicate that (i) younger and less educated frontline SWs were most affected by worsening employment conditions; (ii) the shift towards tele-intervention has not only led to transformations in professional roles but also in the emergence of new surveillance mechanisms and (iii) new types of professional resistances emerged that have been identified as individual and spontaneous but nevertheless explicit in nature. We conclude that the pandemic and the on-going political crisis present social work with an opportunity to advocate for dignified working conditions as well as changing the historical subordinate position of the profession.
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    Policy Translation of Social Movement Demands: The Case of Tuition-Free Higher Education in Chile
    (UNIV CALIFORNIA, ESCHOLARSHIP, 2022) Veliz, Daniela; Pickenpack, Astrid; Villalobos, Cristobal
    In 2011, Chile experienced massive student protests against the marketization of education. During 2013, center-left President Michelle Bachelet proposed tuition-free higher education for Chile's families in the bottom 70th percentile of the income distribution, fueling controversy due to the uncertainty and unexpected consequences of the policy. This study analyzes how the tuition -free policy was developed, the actors involved, the political discourse deployed during implementation, and the strategy used to make this policy a reality. Using semi-structured interviews with key actors, such as policymakers and scholars, and a review of newspaper columns, we explore how politicians and bureaucrats translated the students' demands into the tuition-free policy. Our findings suggest that the policy translation process included the involvement of former student leaders, prioritization of the tuition-free policy, and a quick, straightforward implementation process that enabled the government to fulfill its promise.
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    Possibilities for new social work professional resistance in Chile: times of social change?
    (2022) Reininger, Taly; Munoz-Arce, Gianinna; Villalobos, Cristobal
    In the current unscrupulous neoliberal climate, social workers are increasingly confronted with ethical and political tensions that clash with the profession's commitments to human rights and social justice. However, despite neoliberalism's global reach, the scholarship on social work professional resistance has been largely limited to the Global North. Taking into consideration this absence in the literature, this article seeks to explore the possibilities for professional resistance in the Global South, specifically, in Chile, a country in which neoliberalism was forcefully imposed and that has experienced an exponential growth in social movements over the past two decades. The following article explores the structural and material conditions that have historically shaped social work resistances, arguing that the current social and political climate, specifically, the constitutional process under way, presents a space from which new resistances are possible and necessary in order to challenge neoliberal hegemony.
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    Reproduction of academic and socioeconomic segregation in the transition to postsecondary education: A new approach
    (Policy Press, 2022) Kuzmanic, Danilo; Valenzuela, Juan Pablo; Villalobos, Cristobal; Quaresma, Maria Luisa
    Highly massified and differentiated postsecondary education systems tend to replicate the stratification and social segregation of previous educational levels, thus maintaining social inequity in their access. In this regard, gaps in academic test scores are frequently perceived to be a fundamental transmission channel of socioeconomic segregation from secondary to postsecondary education. Within this framework, the purpose of this study is to analyze whether and to what degree socioeconomic segregation is reproduced in the transition from secondary to postsecondary education and how much of the socioeconomic segregation is related to academic segregation in the latter. Using a modified Dissimilarity Index to quantify the segregation of three Chilean cohorts, we find that, unlike in secondary education, academic performance is more decisive than socioeconomic background in the distribution of students in postsecondary education, with a notable reduction in the socioeconomic segregation levels in the transition to the latter. However, using a pioneering approach, we also find that less than half of the socioeconomic segregation in postsecondary education is related to academic sorting, suggesting that factors other than academic admission criteria are more relevant in explaining unequal distribution of students from different socioeconomic background in postsecondary education.
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    Students' Perceptions of Excellence in Chilean High-Performing Public Schools
    (2022) Quaresma, Maria Luisa; Allende, Claudio; Villalobos, Cristobal; Araneda, Sebastian
    This paper aims to analyze how students attending six of the most prestigious, selective, and high-performing public schools in Chile perceive the concept of excellence and what factors influence their perceptions. A survey was administered to 1,828 students enrolled in 11(th) and 12(th) grade. The results show that students share a multidimensional idea of excellence. Five dimensions are identified but, according to students' perceptions, there were two constructs that stood out the most: "effort and self-improvement'" and '"social commitment and thoughtfulness." We find that variables such as expectations about the future and perceptions about schools explain the dissimilar ideas of excellence shared by students. This research gives voice to students on a current topic of the educational agenda -the concept of excellence- and invites researchers to re-think this construct from perspectives other than academic achievements
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    Survey data on the impact of COVID-19 on parental engagement across 23 countries
    (Policy Press, 2021) Osorio Saez, Eliana Maria; Eryilmaz, Nurullah; Sandoval Hernandez, Andres; Lau, Yui yip; Barahona, Elma; Bhatti, Adil Anwar; Ofoe, Godfried Caesar; Ordonez, Levi Astul Castro; Ochoa, Artemio Arturo Cortez; Pizarro, Rafael Angel Espinoza; Aguilar, Esther Fonseca; Isac, Maria Magdalena; Dhanapala, K. V.; Kameshwara, Kalyan Kumar; Contreras, Ysrael Alberto Martinez; Mekonnen, Geberew Tulu; Mejia, Jose Fernando; Miranda, Catalina; Moh'd, Shehe Abdalla; Ulloa, Ricardo Morales; Morgan, K. Kayon; Morgan, Thomas Lee; Mori, Sara; Nde, Forti Ebenezah; Panzavolta, Silvia; Parcerisa, Lluis; Paz, Carla Leticia; Picardo, Oscar; Pineros, Carolina; Rivera Vargas, Pablo; Rosa, Alessia; Saldarriaga, Lina Maria; Aberastury, Adrian Silveira; Tang, Y. M.; Taniguchi, Kyoko; Trevino, Ernesto; Celis, Carolina Valladares; Villalobos, Cristobal; Zhao, Dan; Zionts, Allison
    This data article describes the dataset of the International COVID-19 Impact on Parental Engagement Study (ICIPES). ICIPES is a collaborative effort of more than 20 institutions to investigate the ways in which, parents and caregivers built capacity engaged with children's learning during the period of social distancing arising from global COVID-19 pandemic. A series of data were collected using an online survey conducted in 23 countries and had a total sample of 4,658 parents/caregivers. The description of the data contained in this article is divided into two main parts. The first part is a descriptive analysis of all the items included in the survey and was performed using tables and figures. The second part refers to the construction of scales. Three scales were constructed and included in the dataset: "parental acceptance and confidence in the use of technology", "parental engagement in children's learning" and "socioeconomic status". The scales were created using Confirmatory Factor Analysis (CFA) and Multi-Group Confirmatory Analysis (MG-CFA) and were adopted to evaluate their cross-cultural comparability (i.e., measurement invariance) across countries and within subgroups. This dataset will be relevant for researchers in different fields, particularly for those interested in international comparative education. (C) 2021 The Author(s). Published by Elsevier Inc.
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    The construction of political capital in an elite university. Networks, learnings and socialization strategies in students of Pontificia Universidad Catolica de Chile
    (2022) Fergnani, Mario; Villalobos, Cristobal; Luisa Quaresma, Maria
    The paper analyzes the development strategies of the political capital of the students of the Pontificia Universidad Catolica de Chile (PUC), thinking about the construction of networks, the political learning processes and the socialization strategies of students who are part of the elite student's organization in PUC. Through a qualitative approach -which mixes network analysis and a biographical approach- we analyze the trajectories of ten student leaders in this elite university space. The results show that the processes of political socialization are gradual and staggered, and that the networks of political socialization rule the resources available to compete, although these are differentiated by the political orientation (left-right) of the interviewees. In addition, it is shown that the process of political socialization implies the incorporation of ideological and practical dispositions, related to operational and managerial aspects of political activity and that the PUC is structured as a laboratory of national politics.