Challenges to social inclusion in Chilean universities: perspectives of professionals in inclusive programs

Abstract

In Chile, young people from lower social strata face greater difficulties in accessing, persisting and completing university studies. To address this inequality, some universities have created social inclusion programs aimed at supporting their access, permanence and academic success. These programs have professionals exclusively dedicated to working with students from disadvantaged social contexts, which are key to the implementation of inclusive policies. Despite their relevance, there is little research on the experiences and challenges recognized from the perspective of professionals linked to this type of initiatives. This research aimed to describe and analyze the discourses, practices and experiences of professionals involved in social inclusion programs in Chilean higher education. The study, of a qualitative nature, included individual and group interviews with professionals from four Chilean universities located in the city of Santiago. Professionals perceived disarticulation between the institutional discourse on inclusion and the daily educational practices developed in university classrooms, an arena which, in their opinion, concentrates the greatest barriers for students. They also criticized the predominance of deficit and deficiency as central features in the institutional construction of the student admitted through inclusive pathways.