DSpace Angular :: Browsing by Author "Villalobos, Cristóbal"

Browsing by Author "Villalobos, Cristóbal"

Now showing 1 - 20 of 26

Academic networks within chilean schools: an exploratory study using exponential random graph models (ERGM)
(2016) Palacios Farías, Diego Francisco; Villalobos, Cristóbal
El artículo analiza las redes académicas que se producen alinterior de aulas chilenas entre estudiantes de Tercer Año Medio (K-11) en distintos tipos de establecimientos, a través de ModelosExponencialesde Grafos Aleatorios (ERGM). A partir de un modelo analítico que incorpora variables endógenas (reciprocidad,conectividad simple, popularidad, actividad, triangulación) y variables exógenas (género del estudiante, nivel socioeconómico, capital cultural, capital social), se observa que el efecto más importante para explicar las redes académicas se produce por variables endógenas (especialmente por la reciprocidad y triangulación) por sobre el componente exógeno, lo que podría indicar que las relaciones microsociales académicas se configuran, a lo menos en parte, independientemente de las características de los estudiantes. Asimismo, los resultados indican la existencia de relaciones complejas al interior del aula, y algunas diferencias interesantes entre los cursos respecto del efecto de las variables sociales y culturales, lo que podría indicar que algunos patrones de distinción social son relevantes en las interacciones académicas al interior del aula.
Agrupamiento por habilidad académica en el sistema escolar: nueva evidencia para comprender las desigualdades del sistema educativo chileno
(2018) Treviño Villarreal, Juan Ernesto; Valenzuela, Juan Pablo; Villalobos, Cristóbal; Bejares, Consuelo; Wyman, Ignacio; Allende, Claudio
Aportando a la Educación Artística en Chile: Proyecciones y Desafíos respecto al Acceso y Participación de Niñas, Niños y Jóvenes del Programa ACCIONA.
(2023) Porflitt Becerra, Felipe Ignacio; Dibona, Gisella; Pereira, Sebastián; Villalobos, Cristóbal; Ropert, Teresa; Marini, Guillermo Jorge; Garcia Lazo, Veronica; CEPPE UC
Desde fines de 2021, y durante todo 2022, CEPPE UC desarrolló para la Subsecretaría de las Culturas y las Artes el proyecto “Servicio de Análisis, Caracterización y Orientación Respecto del Acceso y Participación de Niñas, Niños y Jóvenes en Procesos Formativos de Arte y Cultura del Programa Fomento del Arte en la EducaciónACCIONA”. Este Policy Brief presenta parte de los resultados del estudio, cuyo objetivo fue analizar y evaluar el acceso y la participación de niñas, niños y jóvenes (NNJ) en el Programa ACCIONA, con el fin de identificar los aportes que realiza a su formación y espacios de mejora a la estrategia de intervención del Programa.
Are the school choices of indigenous students affected by discrimination? Evidence from Chile
(2023) Hofflinger, Álvaro; Villalobos, Cristóbal; Cárdenas, Loreto; Treviño Villarreal, Juan Ernesto
A 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.
Ciudadanías, educación y juventudes. Investigaciones y debates para el Chile del futuro
(2021) Treviño Villarreal, Juan Ernesto; Villalobos, Cristóbal; Morel, María José
Ciudadanías, educación y juventudes. Investigaciones y debates para el Chile del futuro” es un libro que busca recopilar evidencia sobre la construcción de la ciudadanía juvenil en Chile y América Latina, promover discusiones respecto del rol de la escuela en la formación ciudadana y potenciar el debate sobre los desafíos económicos, sociales, culturales y ambientales que vivimos actualmente y que vivirán las próximas generaciones en este globalizado mundo. A través de 15 capítulos -además de 6 relatos de jóvenes de distintos lugares, identidades y organizaciones del país-, el libro busca profundizar en un tópico poco considerado por el sistema escolar y la investigación social: la relación entre ciudadanía, escuela y juventudes. En contraste con las visiones que han restringido el tema de la ciudadanía a discusiones curriculares o a análisis normativos de lo que la juventud “debiese ser”, el libro se desarrolla desde una definición amplia de la(s) ciudadanía(s) y la(s) juventud(es), considerando como un eje central de trabajo la pluralidad de miradas, enfoques conceptuales, sujetos de investigación y metodologías. En términos de su organización, el libro está estructurado en tres grandes dimensiones. La primera sección se focaliza en las actitudes cívicas, explorando cómo actitudes identitarias de las juventudes (como la orientación sexual, los prejuicios de género, la etnicidad o la nacionalidad) impactan en la vida escolar. La segunda sección se apunta al conocimiento cívico, analizando el rol de los profesores en la formación ciudadana, las políticas públicas sobre la materia, las brechas de conocimiento ciudadano existentes y los factores familiares y escolares que podrían potenciar este conocimiento. Finalmente, la tercera sección profundiza en las acciones ciudadanas, estudiando las protestas juveniles secundarias, las formas de organización juvenil escolar, las acciones socioambientales o la percepción de los jóvenes sobre la participación política dentro o fuera de la escuela. Concebido como un trabajo colectivo, “Ciudadanías, educación y juventudes. Investigaciones y debates para el Chile del futuro” reúne a más de 50 investigadores e investigadoras, especializados en ámbitos tan diversos como el currículo escolar, la sociología, la psicología, la historia, las ciencias ambientales o la ciencia política, para promover un debate intergeneracional y activar discusiones centrales en las próximas décadas en el país, en un momento que puede considerarse como clave para el futuro de nuestra sociedad
Civic knowledge and open classroom discussion: explaining tolerance of corruption among 8th-grade students in Latin America
(2020) Carrasco Ogaz, Diego; Banerjee, R.; Treviño Villarreal, Juan Ernesto; Villalobos, Cristóbal
Classroom ability composition and the role of academic performance and school misconduct in the formation of academic and friendship networks
(2019) Palacios, Diego; Dijkstra, Jan Kornelis; Villalobos, Cristóbal; Treviño Villarreal, Juan Ernesto; Berger Silva, Christian; Huisman, Mark; Veenstra, René
Connected or Disconnected? Exploring the Relationship Between Citizenship Norms and Other Citizenship Attitudes in Young People
(Routledge, 2022) Villalobos, Cristóbal; Carrasco Ogaz, Diego; Miranda Riquelme, Catalina; Morel Rioseco, María Jesús; Treviño Villarreal, Juan Ernesto; Sandoval-Hernández, Andrés
Citizenship is a complex, multidimensional concept that comprises a broad set of beliefs, values, skills, knowledge, actions, and dispositions. Due to this multiplicity, the relationships between the components of citizenship are not necessarily linear or causal. Using the largest and most recent comparative study on youth citizenship, the 2016 International Civic and Citizenship Education Study, this chapter analyzes the relationship between civic norms and four attitudes: multiculturalism, gender equality, patriotism, and respect for democracy. To differentiate between different types of civic norms, five profiles of eighth-grade students are discussed: (1) comprehensive (students who express that all civic norms are important; (2) duty-based (students who support traditional norms, like obeying the law or respecting authorities); (3) socially engaged (students who support norms oriented toward helping the community and protecting the environment and human rights); (4) monitorial (students who value non-conventional forms of political participation); and (5) anomic (those with the lowest endorsement in all citizenship norms). General trends show that the profiles of civic norms endorsement vary significantly between countries, suggesting that citizenship norms are constructed contextually. There is continued relevance in exploring the contradictory relationship between patriotism and multiculturalism, or gender equality with respect to other civic attitudes.
Disentangling the binomial change/inertia to the Chilean educational policy in the post-dictatorship era (1990–2022). A normative policy instrument perspective
(2024) Villalobos, Cristóbal; Quiero Bastias, Máximo Francisco; Pereira Mardones, Sebastián Andrés; Peralta, José
Chile is a paradigmatic case of market-oriented educational policies. This has led to a prolific research agenda aimed at understanding the trajectory and trends during the country’s dictatorial period and after the return to democracy. Generally, these studies have focused on comparing the main educational policies across different governments. In contrast, this article employs a normative policy instrument perspective to analyse the trajectory of Chilean educational policies from 1990 to 2022. The focus is on disentangling the inertia/change binomial in the implementation of educational policies, considering policy development within and between governments. Thus, the article seeks to understand when, how, and why subjects of educational policies, financial priorities, and ideological orientations change or persist over more than 30 years. The findings challenge the belief that educational policies are coherent and consistent within governments, identifying grey areas in each period. Additionally, the paper provides evidence of historical inertia in educational policies that transcends the ideologies of the governing parties. Finally, it is observed that changes in market-oriented educational policies have been more pronounced in the last decade, particularly during periods of political alternation between left- and right-wing governments.
EdTech companies and contemporary digital educational governance. Analyzing the expansion and role of the EdTech sector in the Chilean educational system
(2024) Villalobos, Cristóbal; Parcerisa L.; Castillo, Karla; Olguin, Tomás
This article analyses the network of actors involved in the contemporary digitalization of the Chilean school system and the role of private EdTech corporations in this ecosystem. Using a framework based on new modes of education governance and contributions from the cultural political economy, three sources were triangulated: i) 22 semi structured interviews with key actors and policymakers, ii) a database of startups in the EdTech sector in Chile and iii) a systematization of the main digital education policies implemented in the country. The findings reveal a poorly coordinated network of actors, which has allowed the inorganic and heterogeneous growth of EdTech corporations, whose role encompasses not only the production of technology but also its articulation and management. To this form, EdTech companies play a central role not only as producers of technology, but also as articulators and administrators, illustrating a displacement of the State from some of its historic functions.
Effects of Between-Class Ability Grouping on Secondary Students’ Academic Achievement: Quasi-experimental evidence from Chile
(2023) Allende, Claudio; Díaz, Juan Daniel; Villalobos, Cristóbal; Valenzuela, Juan Pablo; Wyman, Ignacio; Trevino Villarreal, Juan Ernesto
This study estimates the effect of between-class ability grouping on Chilean secondary students’ academic achievement. We rely on a structural feature of the school system: a considerable number of students who complete primary school must change schools to start their secondary education. Cardinality matching was performed in order to account for confounding variables. Sensitivity analysis was performed to address the fact that differences in unobserved variables could bias our findings. Results show that attending a school that groups students by ability causes a reduction in the average scores obtained in 10th grade of 0.07 sd for lecture and 0.08 sd for mathematics. Students matched by their observed covariates could differ in their odds of attending a school with or without ability grouping by 15% for mathematics and 10% for lecture, without altering our conclusions. Disadvantaged students are the most affected, whereas best-performing students do not benefit from this policy either.
Elite universities in Chile: Between social mobility and reproduction of inequality
(2022) Quaresma, María Luisa; Villalobos, Cristóbal
The Chilean Higher Education System can be considered an exemplary case of massification based on the privatisation and heterogenisation of universities. These processes have created a dual system, with a large group of universities for mass education versus a small group of universities focused on educating elites. In this context, this paper aims to analyse the ethos and missions of elite universities and programmes, their selection mechanisms, and students’ socioeconomic and cultural background. Eight case studies were selected, and different data collection techniques were used: interviews with academics, non-participant observations, students’ survey and secondary data analysis. Results show that these elite universities (characterised by overrepresentation of students from the upper and middle-upper classes, high levels of excellence and prestige, and academic selection processes or high fees) respond to their own market niche’s needs, differentiating themselves not only from ‘mass universities’ but also from each other. To achieve this, each elite university has its own vision, set of values and practices. Despite these differences, all the elite universities and programmes seek to face the current tertiary massification scenario by opening up to student social diversity ensuring, however, that these changes do not structurally modify their sociocultural composition or their institutional mission.
Front-Line Social Workers’ Practices Under the Political and Sanitary Crisis in Chile
(Springer International Publishing, 2022) Reininger, Taly; Muñoz Arce, Gianinna; Villalobos, Cristóbal; Wyman San Martin, Ignacio Andres
In October 2019, mass civil protests erupted in Chile questioning the country’s vast and historically rooted inequalities and injustices. These protests, which sought structural changes to Chile’s neoliberal ethos, were abruptly brought to a halt by the arrival of COVID-19 in March 2020. The political, social, and economic impacts of the pandemic have only intensified the country’s historic inequalities and injustices, hitting hardest in areas with higher levels of vulnerability. Increased unemployment, food insecurity, violence, and mental health crises are only a few of the many issues social workers face in the current context. Furthermore, social distancing measures and forced quarantines have caused social programs to rapidly alter strategies to meet the needs of service users, requiring front-line professionals to adapt quickly. To examine and analyse these rapid changes in the delivery of social programs as well as their impact on front-line professionals, a mixed-methods study was undertaken that included the application of an online survey and follow-up interviews with front-line social workers. We found that social workers reported greater workloads and employment precarity within the current context, that programs were changed to meet the immediate tangible needs of individuals and families, and that changes were primarily designed in a nonparticipatory and centralised manner. This chapter analyses the study’s results and discusses the challenges social work faces in the current and future context.
Frontline implementation conditions of the Families programme: Labour precarity and territorial gaps as aspects of weak state institutions in Chile
(Policy Press, 2024) Reininger, Taly; Muñoz Arce, Gianinna; Villalobos, Cristóbal; Duboy Luengo, Mitzi
This chapter analyses the implementation conditions of one of Chile’s central social protection system programmes: the Families programme. Successor to the Puente Programme (2002–2011) and the Ethical Family Income (2011–2016), the Families programme consists of preferential access to state social programmes, conditional and unconditional cash transfers, and a psychosocial support component for families living in situations of extreme poverty. This programme is Chile’s most significant state action in the ‘fight against poverty’. However, despite almost 20 years of experience, the highly precarious working conditions of the professionals who implement the programme and the territorial differences in implementation conditions are critical and persistent issues discussed in this chapter. Based on the findings from 17 individual and six group interviews with frontline professionals who implement the Families programme in six municipalities and the descriptive results of a nationally representative survey of frontline professionals implementing the programme, we discuss how weak institutions – specifically administrative/organisational and professional factors – contribute to undesired policy outcomes. We conclude the chapter by reflecting on the challenges of implementing social policies in weak institutional contexts and suggest recommendations for policymakers. Keywords
Geographies of resistance in the chilean education system in the post-dictatorship age (1990-2019): A protest event analysis
(Springer International Publishing, 2023) Villalobos, Cristóbal; Parcerisa, Lluís
From a comparative perspective, the Chilean school system can be considered a paradigmatic case that combines structural privatization processes, sophisticated accountability systems and high levels of school segregation. This chapter aims to analyze the role of the spatial dimension in the trajectory of protests in the education sector during the Chilean post-dictatorship (1990-2019). Methodologically, the research carries out a Protest Event Analysis (PEA) of a novel database of more than 1.700 protests. The findings show that the spatial dimension (e.g., regional distribution, degree of rurality, types of places of protest, etc.) mediates not only the characteristics and the nature of actors who participate in protest events but also the strategies and repertoires of collective action deployed by social movements.
Global citizenship and youth: Profiles of perception of global threats
(Routledge, 2022) Treviño Villarreal, Juan Ernesto; Escribano, Rosario; Villalobos, Cristóbal; Carrasco, Diego; Morel, Maria Jesús; Miranda, Catalina; Rocuant, Adolfo
This study investigates the perception of global threats among young people. Using data from the 2016 International Civics and Citizenship Study and applying a latent class analysis technique, the chapter classifies students according to their perceptions on global threats in three dimensions: (1) environmental (pollution, climate change, and water shortages); (2) economic (global financial crises, energy shortages, poverty, unemployment, and food shortages); and, (3) sociopolitical (crime, violent conflict, terrorism, overpopulation, and infectious diseases). The results show that students can be categorized into five classes: (a) aware: students who are quite aware of all the threats posed to them in the survey; (b) unaware: students who consider the threats to the future, except for pollution, as mostly not important; (c) aware but conflict senseless: students who consider most of the global threats as important, except for crime, violent crime, and unemployment; (d) aware but climate change and overpopulation senseless: students who consider most of the global threats as important, except for overpopulation and climate change; and, (e) pollutionists: students who consider pollution as important. These classes are comparable across countries, and important regional differences are discussed.
Good Citizenship for the Next Generation : A Global Perspective Using IEA ICCS 2016 Data
(IEA, 2021) Treviño, Ernesto; Carrasco, Diego; Villalobos, Cristóbal; Morel, María Jesús; Torres Irribarra, David; López Hornickel, Natalia; Zúñiga, Carmen Gloria; Miranda, Daniel; Miranda, Catalina; Muñoz, Loreto; Pavón Mediano, Andrés; Isac, María Magdalena; Claes, Ellen; Sandoval Hernández, Andrés; Savvides, Nicola; Kennedy, Kerry J.; Kuang, Xiaxoue; Kuang, Xiaoxue; Treviño Villarreal, Juan Ernesto; Carrasco Ogaz, Diego; Claes, Ellen; Kennedy, Kerry J.
This Open Access book presents an international group of scholars seeking to understand how youth from different cultures relate to modern multidimensional concepts of citizenship, and the roles that education and society have in shaping the views of the world’s future citizens. The book also explores how different aspects of citizenship, such as attitudes towards diverse population groups and concerns for social issues, relate to classical definitions of norm-based citizenship from the political sciences. Authors from Asia, Europe, and Latin America provide a series of in-depth investigations into how concepts of “good citizenship” are shaped in different regions of the globe, using the rich comparative data from the IEA’s International Civic and Citizenship Study (ICCS) 2016. In twelve chapters, the authors review the concept of “good citizenship”; how citizenship norms adherence is configured into profiles across countries; and what country, school, and background factors are related to how students adhere to citizenship norms. Recognizing contingent social and political situations in specific regions of the world, the present books offer six chapters where authors apply their expertise to offer locally relevant and pertinent observations on how young people from diverse cultures understand and relate to different dimensions of citizenship in countries of Asia, Europe, and Latin America. The present book is of relevance for different audiences interested in civic education and political socialization, including social sciences and education, integrating topics from political science, sociology, political psychology, and law
How social sciences investigate issues of high political contingency. The case of the Chilean student movement
(2019) Asún, Rodrigo A.; Yáñez Lagos, Lidia; Villalobos, Cristóbal; Zúñiga Rivas, Claudia
El presente trabajo investiga la forma en que las ciencias sociales, principalmente chilenas, están respondiendo a las dispares demandas que reciben actualmente y que consisten en aportar a la comprensión crítica de fenómenos relevantes para la sociedad y adecuarse a las recientes transformaciones en la forma de producir y comunicar conocimiento científico incorporando mayores niveles de internacionalización, globalización, especialización y complejización. Para ello se realiza una revisión sistemática de la producción científica publicada sobre el movimiento estudiantil chileno, que constituye uno de los movimientos sociales más relevantes de la historia reciente de Chile. Se sistematizaron 149 publicaciones editadas entre el año 2000 y el 2016. Los resultados muestran que la capacidad de las ciencias sociales chilenas para abordar estas demandas contradictorias es parcial, pues sus análisis críticos tienden a ser uniformes y de alcance temporal limitado, mientras que sus estudios empíricos no siempre poseen los niveles de internacionalización y complejidad demandados actualmente para participar en los circuitos internacionales de publicación.
Intercultural Education in Chile: A Discussion Map
(Springer, 2023) Morawietz, Liliana; Treviño, Ernesto; Villalobos, Cristóbal
This first chapter addresses three distinct aspects of Bilingual Intercultural Education (EIB, by the Spanish acronym). The first section provides a brief overview of the recent history of EIB during the last two decades in Chile, outlining its main policies and describing the major milestones and advances, as well as its various challenges, in order to demonstrate the development path that EIB has followed in the country.
Los encuentros públicos en la implementación de programas sociales en Chile: discusiones y prospectivas de un campo en formación
(Universidad de Chile, 2024) Reininger, Taly; Muñoz Arce, Gianinna; Duboy, Mitzi; Irarrazabal, Francisca; Villalobos, Cristóbal; Vásquez, Myriam
Los encuentros públicos –los encuentros entre implementadores y usuarias/os de los programas del Estado- son clave en la implementación de la política social. Este artículo se propone examinar las características de los encuentros públicos que ocurren en la implementación de programas sociales en un contexto con alta penetración del neoliberalismo como el chileno. En este contexto, se identifican tres dimensiones que dan forma al encuentro público: i) la predisposición al encuentro público marcada por la desconfianza, producto de las experiencias de humillación en interacciones previas con el Estado; ii) un sentido del encuentro público relacionado con el grado de vulnerabilidad que afecta a las/os usuarias/os de los programas sociales; y iii) el rol del afecto como mecanismo que permea los encuentros públicos, tanto en un sentido de disciplinamiento como de producción de subjetividades críticas. De esta forma, se identifican patrones culturales y una arquitectura institucional neoliberal como elementos transversales que moldean los encuentros públicos en los programas sociales en Chile. A partir de ello, se propone una reflexión sobre la necesidad de fortalecer el rol del Estado, para que las condiciones de implementación permitan el desarrollo de vínculos entre implementadores/as y usuarios/as basados en la autonomía y el reconocimiento mutuo.

Browsing by Author "Villalobos, Cristóbal"

Results Per Page

Sort Options