TRAYECTORIAS ACADÉMICAS DE ESTUDIANTES DEL PROGRAMA DE ACOMPAÑAMIENTO EN LA EDUCACIÓN SUPERIOR (PACE) EN UNA UNIVERSIDAD REGIONAL DE CHILE.

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Bibliographic Details
Title:	TRAYECTORIAS ACADÉMICAS DE ESTUDIANTES DEL PROGRAMA DE ACOMPAÑAMIENTO EN LA EDUCACIÓN SUPERIOR (PACE) EN UNA UNIVERSIDAD REGIONAL DE CHILE.
Alternate Title:	ACADEMIC TRAJECTORIES OF PACE PROGRAM STUDENTS IN A CHILEAN REGIONAL UNIVERSITY.
Authors:	Fuentes, Carolina¹ cfuentes@ucn.cl, Abaroa, Betty¹ babaroa@ucn.cl, Díaz, Mauricio¹ mdiazg@ucn.cl, Álvarez, Daniela¹ dalvarezantonelli@gmail.com, Cabrera, Enzo² ecabrera1@alumnosuls.cl
Source:	Calidad en la Educación. dic2023, Issue 59, p48-82. 35p.
Subject Terms:	Higher education, Low-income students, Students, Domestic economic assistance, Universities & colleges, Secondary education, Social reproduction
Abstract (English):	Educational policies have positioned higher education (HE) as a competitive arena, emphasizing prestige and quality. This orientation has created challenges for access, adaptation, and retention of students, particularly those from economically disadvantaged backgrounds. In Chile, the Accompaniment Program in Higher Education (PACE) has been a proactive step to address this disparity, offering academic and financial support to historically marginalized students seeking higher education. This study seeks to reconstruct the academic journeys of PACE Program-supported students at a regional university in northern Chile. It does so by describing the significant milestones, barriers, and facilitating factors in their educational pathways. A qualitative case study methodology was used, with a focus on Pierre Bourdieus theory of social reproduction. The main findings highlight how students percieve HE as a means of achieving social mobility, even in the face of considerable obstacles, including economic constraints, inadequate academic preparedness, expectations set during secondary education, and self-debout regarding their abilities. Conversely, facilitators include government policies and assistance, dedicated teacher support, family connections, and personal qualities such as determination and resilience. These findings provide valuable insights to inform initiatives aimed at restoring equitable access to education for students from economically disadvantaged backgrounds. [ABSTRACT FROM AUTHOR]
Abstract (Spanish):	Las políticas educativas han situado a la educación superior (ES) como espacio de competencia de prestigio y calidad, lo que presenta una dificultad en el acceso, adaptación y permanencia de estudiantes, principalmente de sectores socioeconómicos vulnerados. En Chile, entre las medidas efectivas que buscan reducir esta brecha se encuentra el Programa PACE, que da apoyo académico y económico a estudiantes tradicionalmente excluidos de la ES. El presente estudio buscó reconstruir las trayectorias académicas de estudiantes con acompañamiento del Programa PACE en una universidad regional del norte de Chile, mediante la descripción de hitos significativos, barreras y facilitadores. Se utilizó un enfoque cualitativo de estudio de caso y se discutieron los hallazgos en torno a la teoría de la reproducción de Pierre Bourdieu. Entre los principales resultados destaca la visión de la ES como garante de movilidad social, aunque rodeada de obstáculos: dificultades económicas, falta de preparación académica, expectativas de la educación secundaria y una autopercepción negativa de sus capacidades. Como facilitadores, se perciben las políticas y apoyo estatal, acompañamiento de docentes, vínculos familiares y cualidades personales de esfuerzo y perseverancia. Los hallazgos permiten sustentar las acciones de restitución del derecho a la educación para estudiantes de clases populares. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	Educational policies have positioned higher education (HE) as a competitive arena, emphasizing prestige and quality. This orientation has created challenges for access, adaptation, and retention of students, particularly those from economically disadvantaged backgrounds. In Chile, the Accompaniment Program in Higher Education (PACE) has been a proactive step to address this disparity, offering academic and financial support to historically marginalized students seeking higher education. This study seeks to reconstruct the academic journeys of PACE Program-supported students at a regional university in northern Chile. It does so by describing the significant milestones, barriers, and facilitating factors in their educational pathways. A qualitative case study methodology was used, with a focus on Pierre Bourdieus theory of social reproduction. The main findings highlight how students percieve HE as a means of achieving social mobility, even in the face of considerable obstacles, including economic constraints, inadequate academic preparedness, expectations set during secondary education, and self-debout regarding their abilities. Conversely, facilitators include government policies and assistance, dedicated teacher support, family connections, and personal qualities such as determination and resilience. These findings provide valuable insights to inform initiatives aimed at restoring equitable access to education for students from economically disadvantaged backgrounds. [ABSTRACT FROM AUTHOR]
ISSN:	07174004
DOI:	10.31619/caledu.n59.1383