Browsing by Author "Ayala, M. Constanza"

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    List Experiment on discrimination against migrant students
    (2021) Ayala, M. Constanza
    This registration outlines a pre-analysis plan for a list experiment on discrimination against migrant students among Chilean teachers. Specifically, we are interested in teachers’ bias against Haitian students. This experiment’s design is motivated by previous experimental studies showing that teachers have negative indirect attitudes towards ethnic and racial minority students (e.g., Glock and Böhmer 2018; Salas et al. 2017; Van Ewijk 2011). Moreover, some scholars have found that these attitudes negatively influence their educational outcomes (e.g., Alesina et al. 2018; Hinnerich, Höglin, and Johannesson 2015; Peterson et al. 2016; Sprietsma 2013). This experiment contributes to the literature in three ways. First, list experiments have not been used to study the phenomena of educational inequality. Second, the application of list experiments in Latin America is scarce (e.g., Garay, Palmer-Rubin, and Poertner 2020; Vidigal 2018). Third, we include relevant covariables for the literature of ethnic and racial inequalities and educational studies.
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    Socioeconomic gaps in specific mathematical skills at different ages in primary school.
    (2024) Ayala, M. Constanza; Strasser Salinas, Katherine; Susperreguy Jorquera, María Inés; Castillo, Karla
    Mathematical skills significantly predict students’ educational paths. Mathematical achievement varies depending on the student’s socioeconomic status (SES). However, the extent of the SES gap for specific mathematical skills remains unclear. In this cross-sectional study, we examined age variations by SES in three mathematical skills, applied problem-solving, arithmetic fluency, and written calculations, among students aged 7–12 in a socioeconomically segregated educational context. The contributions of the home environment and schools on SES gaps were also explored. The analytical sample comprised 10,665 students (49.2% girls, Mage = 10.1, SD = 1.3 years, 13.4% from Indigenous ethnic groups) from the Chilean Early Childhood Longitudinal Survey (Encuesta Longitudinal de Primera Infancia). Linear models revealed SES gaps across the three mathematical tasks at the beginning of primary education. The widest gap was observed in written calculations, which was moderated by the home environment. The findings also showed an exponential increase with age in the SES gap for written calculations and arithmetic fluency. However, for applied problem-solving, the initial gap increased and remained constant. Furthermore, schools accounted for 19%–21% of the variance related to the change of the SES gap in all three mathematical skills. The findings shed some light on the role of the home environment and the schools in maintaining, increasing, or decreasing socioeconomic gaps in specific mathematical skills at different ages.
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    Specific Relations Between the Home Numeracy Environment and Early Numeracy Skills in the First Year of Kindergarten
    (Taylor & Francis Group, LLC, 2025) Peake, Christian; Ayala, M. Constanza; Susperreguy Jorquera, María Ines; Río, M. Francisca del
    Home numeracy environment has been related to the development of early numeracy skills. Previous research has shown the relation between dimensions of the home numeracy environment with general or composite measures of numeracy skills, but specific relations between types of activities at home and the early development of specific numeracy skills are under debate. This research aimed to study these specific relations based on two recognized theoretical models in the literature of mathematical cognition: the Home Numeracy Environment and the Informal Numeracy Skills Model. Early numeracy skills were assessed in 189 Chilean prekindergartners (4.6 years on average, SD = 3 months; 50% girls) at the beginning (Time 1) and the end (Time 2) of the school year, while their parents completed a home numeracy environment questionnaire, which included questions about their education, expectations, attitudes, and math activities. Research Findings: Results from hierarchical multivariate multiple regression showed specific relations depending on the testing time point, showing relations at the beginning of the year and after some months of preschool. Parent's education was positively correlated with all children's early math skills in both Time 1 and Time 2. Practice or Policy: Educational implications and future research directions are discussed.
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    Specific Relations Between the Home Numeracy Environment and Early Numeracy Skills in the First Year of Kindergarten
    (2025) Peake, Christian; Ayala, M. Constanza; Susperreguy Jorquera, María Ines; Río, M. Francisca del
    Home numeracy environment has been related to the development of early numeracy skills. Previous research has shown the relation between dimensions of the home numeracy environment with general or composite measures of numeracy skills, but specific relations between types of activities at home and the early development of specific numeracy skills are under debate. This research aimed to study these specific relations based on two recognized theoretical models in the literature of mathematical cognition: the Home Numeracy Environment and the Informal Numeracy Skills Model. Early numeracy skills were assessed in 189 Chilean prekindergartners (4.6 years on average, SD = 3 months; 50% girls) at the beginning (Time 1) and the end (Time 2) of the school year, while their parents completed a home numeracy environment questionnaire, which included questions about their education, expectations, attitudes, and math activities. Research Findings: Results from hierarchical multivariate multiple regression showed specific relations depending on the testing time point, showing relations at the beginning of the year and after some months of preschool. Parent's education was positively correlated with all children's early math skills in both Time 1 and Time 2. Practice or Policy: Educational implications and future research directions are discussed.
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    Teacher's social desirability bias and Migrant students: A study on explicit and implicit prejudices with a list experiment
    (2024) Ayala, M. Constanza; Webb, Andrew; Maldonado, Luis; Canales, Andrea; Cascallar, Eduardo
    Scholarly research has consistently shown that teachers present negative assessments of and attitudes toward migrant students. However, previous studies have not clearly addressed the distinction between implicit and explicit prejudices, or identified their underlying sources. This study identifies the explicit and implicit prejudices held by elementary and middle school teachers regarding the learning abilities of an ethnic minority group: Haitian students within the Chilean educational system. We use a list experiment to assess how social desirability and intergroup attitudes toward minority students influence teachers' prejudices. The findings reveal that teachers harbor implicit prejudices towards Haitian students and are truthful in reporting their attitudes, thereby contradicting the desirability bias hypothesis. We suggest that teachers rely on stereotypes associated with the students' nationality when assessing Haitian students' learning abilities. The implications of these results are discussed in relation to theories grounded in stereotypes and intergroup attitudes.