Educational Segregation: Case Study in a Uruguayan Elementary School.
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| Title: | Educational Segregation: Case Study in a Uruguayan Elementary School. |
|---|---|
| Authors: | Fernández, Natalia1 nataliafernandezcoscia@gmail.com, Burgin, Ximena D.2 xrecald1@niu.edu, Coli, Sheila2 sheilacoli18@gmail.com |
| Source: | International Journal of Learner Diversity & Identities. Jun2026, Vol. 33 Issue 1, p133-152. 20p. |
| Subject Terms: | *Socioeconomic status, *Elementary education, *Educational attainment, *Ability grouping (Education), *School enrollment, *Peer pressure, Sociocultural factors |
| Geographic Terms: | Uruguay |
| Abstract: | This qualitative case study explored the sociocultural factors that influence school selection by parents of first-grade elementary school students in a specific state in Uruguay. Data were collected through a series of online focus groups with twenty-seven participants and analyzed thematically using an inductive coding process. Three central themes emerged: School Context, School’s Reputation Through Staff Performance, and Peer Effect. Families from lower socioeconomic status (SES) backgrounds prioritized geographic proximity and convenience, expressing a strong connection to their neighborhoods and emphasizing cultural continuity and shared community identity. Many participants valued schools with intergenerational connections, where parents or older siblings had previously attended. However, perceptions of school quality diverged across socioeconomic groups. Families from medium-to-high SES prioritized school prestige, teacher quality, and academic performance, whereas lower-SES families placed less weight on these attributes. For economically vulnerable families, peer relationships were especially significant, as they sought schools offering a stable and supportive social environment. The findings suggest that familial SES plays a key role in shaping school choice and that sociocultural factors contribute to reproducing educational inequalities in Uruguay. [ABSTRACT FROM AUTHOR] |
| Copyright of International Journal of Learner Diversity & Identities is the property of Common Ground Research Networks and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 194923232 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Educational Segregation: Case Study in a Uruguayan Elementary School. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Fernández%2C+Natalia%22">Fernández, Natalia</searchLink><relatesTo>1</relatesTo><i> nataliafernandezcoscia@gmail.com</i><br /><searchLink fieldCode="AR" term="%22Burgin%2C+Ximena+D%2E%22">Burgin, Ximena D.</searchLink><relatesTo>2</relatesTo><i> xrecald1@niu.edu</i><br /><searchLink fieldCode="AR" term="%22Coli%2C+Sheila%22">Coli, Sheila</searchLink><relatesTo>2</relatesTo><i> sheilacoli18@gmail.com</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Learner+Diversity+%26+Identities%22">International Journal of Learner Diversity & Identities</searchLink>. Jun2026, Vol. 33 Issue 1, p133-152. 20p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Socioeconomic+status%22">Socioeconomic status</searchLink><br />*<searchLink fieldCode="DE" term="%22Elementary+education%22">Elementary education</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+attainment%22">Educational attainment</searchLink><br />*<searchLink fieldCode="DE" term="%22Ability+grouping+%28Education%29%22">Ability grouping (Education)</searchLink><br />*<searchLink fieldCode="DE" term="%22School+enrollment%22">School enrollment</searchLink><br />*<searchLink fieldCode="DE" term="%22Peer+pressure%22">Peer pressure</searchLink><br /><searchLink fieldCode="DE" term="%22Sociocultural+factors%22">Sociocultural factors</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Uruguay%22">Uruguay</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: This qualitative case study explored the sociocultural factors that influence school selection by parents of first-grade elementary school students in a specific state in Uruguay. Data were collected through a series of online focus groups with twenty-seven participants and analyzed thematically using an inductive coding process. Three central themes emerged: School Context, School’s Reputation Through Staff Performance, and Peer Effect. Families from lower socioeconomic status (SES) backgrounds prioritized geographic proximity and convenience, expressing a strong connection to their neighborhoods and emphasizing cultural continuity and shared community identity. Many participants valued schools with intergenerational connections, where parents or older siblings had previously attended. However, perceptions of school quality diverged across socioeconomic groups. Families from medium-to-high SES prioritized school prestige, teacher quality, and academic performance, whereas lower-SES families placed less weight on these attributes. For economically vulnerable families, peer relationships were especially significant, as they sought schools offering a stable and supportive social environment. The findings suggest that familial SES plays a key role in shaping school choice and that sociocultural factors contribute to reproducing educational inequalities in Uruguay. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of International Journal of Learner Diversity & Identities is the property of Common Ground Research Networks and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=194923232 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.18848/2327-0128/CGP/A188 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 20 StartPage: 133 Subjects: – SubjectFull: Socioeconomic status Type: general – SubjectFull: Elementary education Type: general – SubjectFull: Educational attainment Type: general – SubjectFull: Ability grouping (Education) Type: general – SubjectFull: School enrollment Type: general – SubjectFull: Peer pressure Type: general – SubjectFull: Sociocultural factors Type: general – SubjectFull: Uruguay Type: general Titles: – TitleFull: Educational Segregation: Case Study in a Uruguayan Elementary School. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Fernández, Natalia – PersonEntity: Name: NameFull: Burgin, Ximena D. – PersonEntity: Name: NameFull: Coli, Sheila IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 06 Text: Jun2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 23270128 Numbering: – Type: volume Value: 33 – Type: issue Value: 1 Titles: – TitleFull: International Journal of Learner Diversity & Identities Type: main |
| ResultId | 1 |
