Paz Ramírez

Bio: Paz Ramírez is an academic researcher from Pontifical Catholic University of Chile. The author has an hindex of 1, co-authored 1 publications receiving 4 citations.

Composición del alumnado en escuelas chilenas: un análisis multidimensional sobre la diversidad del sistema escolar

Abstract: RESUMEN La investigación analiza la composición del alumnado de los establecimientos educacionales chilenos desde una perspectiva multidimensional, considerando la dimensión socioeconómica, sociocultural y académica del fenómeno. Utilizando datos secundarios, se categoriza a los establecimientos según el grado de homogeneidad o heterogeneidad en once variables. Adicionalmente, se realiza un Análisis de Correspondencias Múltiples (ACM) que permite analizar la relación entre las distintas variables. Los resultados muestran cuatro perfiles de establecimientos escolares diferenciados. Tres de estos perfiles tienden a tener una composición homogénea con niveles distintos de capital socioeconómico y cultural (alto, medio y bajo), mientras que un cuarto grupo presenta altos niveles de heterogeneidad.

Relación entre la composión de la escuela y las características de su proceso, y su efecto en el rendimiento matemático / Relationship between school composition and characteristics of school process and their effect on mathematics achievement

Abstract: Este estudio explora la relacion entre la composicion de la escuela y las caracteristicas de su proceso e investiga su efecto en el rendimiento matematico en la educacion secundaria belga flamenca a traves de un analisis multinivel. El estudio confirma que hay importantes relaciones entre las variables de la composicion de la escuela y las del proceso escolar en la educacion secundaria. Los analisis del efecto de ambas variables en el rendimiento revelan que estas tienen importantes efectos aislados y combinados en el rendimiento independientemente de la habilidad inicial . This study explores the relationship between school composition and characteristics of school process and investigates their effect on mathematics achievement in Belgian (Flemish) secondary education by means of multilevel analysis. The study confirms that there are relationships between school composition and school process variables in secondary education. The analyses of the effect of both variables on achievement revealed that these variables have important net and joint effects on achievement independent of initial ability.

School choice in Chile: From distinction and exclusion to the social segregation of the school system

Abstract: International studies have claimed for many decades the relationship between school choice, social class and social segregation in education systems. In Chile, in contrast, the analysis of parental choice processes, in the context of the high level of social segregation within the school system, have emerged only recently within the research agenda. Within these trends, this paper explores and contrasts the dynamics of school choice of middle and lower classes, from a qualitative perspective. The results question the discursive principles held by advocates of school choice, providing evidence about the processes by which families produce and contribute, by their school choices, to the segregation and stratification of the system, in the context of the specific policy design in which school choice is currently enacted.

Collective Self-Esteem and School Segregation in Chilean Secondary Students

Abstract: Chile has established hybrid policies for the administrative distribution of its educational establishments, leading to significant gaps in educational results and school conditions between public, mixed, and private schools. As a result, there are high levels of segregation, and social and economic vulnerability that put public schools at a disadvantage, affecting their image and causing a constant decrease in enrollment. An abbreviated version of Luhtanen and Crocker's (1992) collective self-esteem scale was adapted and validated for the Chilean educational context because of its usefulness in studying processes of social segregation and cultural coherence, seeking to identify student perception about the appreciation of school actions in the context of belonging and identification with schools, in order to compare between groups according to types of establishment and assess the effects of school conditions on the perception of students. A representative sample of Chilean secondary students between 9th and 12th grades participated (n = 3635, 52.8% women, average age 15.9 years, SD = 1.1). Descriptive analyses, comparison of means between groups, confirmatory factorial analyses, and multi-group analyses were conducted to test the adjustment and invariance of the unifactorial structure of a reduced version of four items. The results indicated that the scale satisfactorily complies with the proposed adjustment indexes, presents total invariance by gender and partial invariance by administrative dependence, and allows establishing statistically significant differences in the collective self-esteem, indicating a higher score for students in the private system, and a lower score for those in the public system. These results show the negative effects of high school segregation on students' collective self-esteem, affecting the appreciation of personal, collective, and institutional activities and the sense of belonging. Although previous research has explored some of the effects of school segregation, the present study focuses on collective self-esteem, which is closely related to identity and belonging, and allows for further innovative research on school segregation. The scale is useful as an instrument for researching social conditions of student well-being, in regards to educational management.