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Higher education and ethnicity: A case study with Aymara students
Andrea Álvarez Díaz1, Roberto Storey Meza2
1Department of Social Sciences, Faculty of Social and Legal Sciences, Universidad de Tarapacá, Iquique, Chile.
Journal of Community Psychology
|July 16, 2020
Summary
Aymara students leverage external support networks and cultural identity to navigate higher education challenges. Their resilience is strengthened by socio-affective connections beyond the institution, fostering an intercultural learning experience.
Area of Science:
- Sociology of Education
- Indigenous Studies
- Higher Education Research
Background:
- Aymara students face unique vulnerabilities in accessing and persisting in higher education.
- External support systems and identity factors are crucial for adaptation.
- Understanding these dynamics is key to improving educational equity.
Purpose of the Study:
- To investigate the strategies Aymara students employ to overcome vulnerabilities in higher education access and retention.
- To identify the role of external support networks and identity in student adaptation and resilience.
- To explore the socio-affective and intercultural dimensions of the Aymara university experience.
Main Methods:
- Qualitative case study conducted in northern Chile.
- Biographical interviews used to gather student narratives.
- Analysis focused on university experiences, vulnerability, and resilience.
Main Results:
- Ethnic-racial and socioeconomic factors intersect, influencing student vulnerability.
- External references and support networks act as protective factors.
- Identity sources significantly reinforce resilience, subjectivity, and empowerment.
- Socio-affective spaces (peers, family, community) are critical for learning.
Conclusions:
- Higher education learning extends beyond institutional boundaries.
- The socio-affective and intercultural dimensions of support are decisive for Aymara students.
- Strengthening these external connections can enhance student success and well-being.
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