The unfulfilled “Chilean Dream”? Inequalities and institutional segregation in foreign students’ transitions to higher education in Chile

Abstract

In the context of growing intraregional migration to Chile, the presence of foreign students in the school system has increased. However, there remains a knowledge gap regarding their pathways to higher education, a key aspect for social mobility. This study addresses this educational transition using data from 428,296 upper-secondary graduates between 2017 and 2020, comparing foreign and Chilean students. Using logistic regression models, it was found that foreign students are, on average, 6.9% less likely to access higher education than their Chilean peers, a disadvantage that is partially reduced when controlling for academic performance, socioeconomic status, and parental expectations. Patterns of institutional segregation, not explained by academic or socioeconomic factors, were also identified: foreign students have less access to traditional universities (CRUCH) and are more present in professional institutes. The disadvantage is accentuated in migrants from countries with ‘forced migration’ and varies according to socioeconomic status, previous academic performance, and parental expectations, evidencing complex interactions in these transitions. This study provides unprecedented evidence in Chile on the primary and secondary effects of educational inequality based on migrant origin and offers guidance for the design of public policies that promote more equitable educational trajectories for young people in situations of mobility.