Browsing by Author "Canales, Andrea"

Now showing 1 - 7 of 7
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    Educational Achievement of Indigenous Students in Chile: School Composition and Peer Effects
    (2018) Canales, Andrea; Webb, Andrew
    This article focuses on observed achievement differentials between indigenous and non-indigenous students in Chile. Using national test score data, it confirms the findings from previous literature that ethnic gaps in educational achievement exist, though they are small and to a large extent explained by family socioeconomic status. The results indicate that school composition with respect to the socioeconomic background and indigenous status of students matters for academic achievement. Controlling for the student's socioeconomic background, the ethnic composition of the school attended is associated with student achievement. In schools where the ethnic composition is higher than the national average, the test score disadvantage of indigenous students is larger, especially for those students whose parents both identify as indigenous. The implications of the research underscore the complexities surrounding the creation of equal educational opportunities for indigenous populations in segregated contexts.
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    Gender Differences in Retirement Behavior: How Family, Work, and Pension Regime Explain Retirement in Chile
    (OXFORD UNIV PRESS, 2021) Canales, Andrea; Salinas, Viviana; Biehl, Andres
    While there is vast research on the Chilean pension system, its financial sustainability, and overall effects on the economy, the literature is scanter about gender differences in retirement and its determinants in the context of a high-income developing country with low rates of female labor market participation and less generous welfare provisions. This study seeks to address these gaps. Employing data from the Longitudinal Social Protection Survey (LSPS), we conduct survival analyses to (a) estimate differences in the risk of retirement between men and women, and to (b) investigate how the decision of retirement is influenced by family, work/socioeconomic factors, and pension regimes. Our analyses focused on the age of the first pension receipt. We carry out supplemental analyses on whether pension receipt leads to permanent exit from the labor market. Our results showed that women have a higher risk of receiving their first pension and retire earlier than men. We found that different work experiences prompt women to leave the labor market earlier than men. These results differ from prior research in developed countries that indicated that in countries with low female labor participation rates, women retire later than men.
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    Gender differences in retirement in Chile and Uruguay
    (EMERALD GROUP PUBLISHING LTD, 2020) Biehl, Andres; Canales, Andrea; Salinas, Viviana; Wormald, Guillermo
    Purpose This study compares retirement in Chile and Uruguay, and focuses on current individuals legally entitled to retire, particularly women. The article analyses how labour market and family resources shape the access of women and men to social insurance by investigating the likelihood of retirement after reaching the legal age of retirement. Design/methodology/approach This study uses the Longitudinal Social Protection Survey (LSPS), a biannual or triennial longitudinal survey carried out in six Latin American countries. To study gender differences in the chance of being retired, the study conducts a series of logit regression models to model retirement as a function of labour market and life course conditions as well as providing descriptive and contextual information. Findings Main findings support labour market explanations of gender differences in retirement. Work experience, human capital and contribution densities largely explain the chances of retirement and economic autonomy among elderly women. Further analysis reveal that they are both less likely than men to retire but also to work in old age, limiting their economic autonomy. Research limitations/implications Data for Uruguay are recent. To maximize comparison between countries, the paper selects the more recent waves with complete administrative information. As a result, the article uses cross-sectional data that might not capture the accumulation of family resources and could fail to provide a complete gendered life course explanation of current disadvantages faced by women. Originality/value The article uses novel data in order to place two Latin American countries within mainstream sociological theories of retirement, thus complementing literature that mainly focuses on European and North-American societies. The paper also documents gender gaps in retirement in two different Latin American societies, one with a traditionally generous public pension system (Uruguay) and one with a largely privately-run contributory system (Chile).
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    Socioeconomic disparities in the reopening of schools during the pandemic in Chile
    (2023) Kuzmanic, Danilo; Valenzuela, Juan Pablo; Claro, Susana; Canales, Andrea; Cerda, Daniela; Undurraga, Eduardo A.
    The COVID-19 pandemic produced the most significant disruption in education in history. More than 190 countries suspended in-person instruction, affecting an estimated 1.6 billion students. The reopening of schools has been unequal. Schools in more affluent areas reopened sooner than poorer ones, exacerbating preexisting inequalities. There is limited research about the reopening processes in Latin America, where schools were closed for extended periods. Using a rich administrative dataset, we investigate the gaps in the resumption of in-person instruction in Chilean schools across socioeconomic groups in the fall of 2021. Schools with lower socioeconomic status were significantly less likely to offer in-person instruction. Disparities in reopening decisions were asso-ciated with administrative factors rather than economic or local epidemiological conditions.
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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.
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    The how's and how often's of school harassment: How do they influence the academic achievement of adolescents over time?
    (2024) Canales, Andrea; Webb, Andrew
    A vast body of literature shows that school harassment is negatively associated with academic achievement, particularly in elementary and middle schools. Few studies have examined the influence of forms and frequencies of harassment-whether relational, verbal, cyber, or physical-on academic performance in high schools. We investigate how the how's and when's of harassment are associated with the academic achievement of adolescents over time in Chile, using standardized test scores of a sample of schoolchildren (n = 80,117) and fixed effect models. We find that being physically bullied and cyberbullied are linked to poor academic performance, whereas verbal and social abuse are not. These results underline the significance of working with disaggregated measures of harassment in school interventions at different stages.