Ethno-national foreign school concentration: A new form of educational discrimination and exclusion? The case of Santiago of Chile

Abstract

From the perspective of foreign parents and guardians, this study aims to describe the sociocultural characteristics of foreign school concentration in two public schools in Santiago. A mixed sequential explanatory methodological approach in two stages was used, however, the qualitative approach was more prevalent. Thus, in the first quantitative stage, a non-experimental, a cross-sectional design based on a questionnaire with a descriptive scope was used. The second stage was a qualitative phenomenological interpretive type through semi-structured interviews to deepen and clarify the results obtained in the first stage. The results indicate that the sociocultural and economic characteristics present in the school concentration of foreign students could crystallize processes of social exclusion that foreign groups live in different spaces of the Chilean society.