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This article focuses on the ways in which international students from Chile narrate their experiences in the US, and the extent to which mobility across national borders reshapes social class understandings and privilege. To complete this study, I conducted 13 in-depth interviews and a focus group with five Chilean graduate international students who enrolled in an elite research university in the Northeastern region of the United States. The data raised questions about how social class is negotiated in both education and space, challenging how we understand the relationship between social class and education in a global context. I argue that through a process of international mobility, upper-class students from Chile lose class privilege, which in turn influences them to denaturalise their class constructions. Based on discussion of social class within the sociology of education and insights from whiteness studies, the results of my study enable a dialogue about how mobility affects individuals within an international context. I conclude that while international mobility demands students to rethink their class constructions, the affective disruption of silence and guilt emerge as two strategies to justify and perpetuate social class privilege. [ABSTRACT FROM AUTHOR]

Although there has been considerable interest in the Chilean education context in recent years, limited attention has been given to the specific educational experiences of social elites. As a starting point, this paper provides a systematic literature review of international and local research centered on the elites' school education. This review was based on relevant research published in the Web of Science, Scopus and Scielo databases between 2008 and 2018, as well as other documents and books identified as relevant to the subject. Overall, 104 texts were included in this review. The primary results suggest that there are critical mechanisms of (re)production of privilege and of social exclusion in the education of elites. Despite this closure, research demonstrates that small, yet significant, fissures have emerged. These have been triggered by globalization, the intensification of competition in educational markets, the reconfiguration of discourses about merit and privilege, and the demand for greater inclusion and equality. The analysis concludes that there is a pressing need to strengthen a research agenda in this domain regarding the Chilean experience to better inform educational policy-making. [ABSTRACT FROM AUTHOR]

This study aims to assess the relationship between the variables of social class and religion in parental preferences regarding the socialization of values in contemporary Chile. Employing data from the 5th Metropolitan Survey of Family and Education, logistic models were estimated that show that upper-class families tend to favor more symbolic-relational values such as good manners and respect for others, while lower classes privilege social promotion values such as hard work and saving capacity. Parents who identify as Evangelical Christians, on the other hand, place a firm emphasis on values such as religious belief. [ABSTRACT FROM AUTHOR]

Chile has failed to ratify the 1991 International Convention for the Protection of New Varieties of Plants (UPOV) as stipulated in the free trade agreement (FTA) with the United States. Since Chile is amongst the US Priority Watch List countries, it is imperative for Chile to emanate a UPOV 1991-compliant law. The ratification of UPOV 1991, however, has encountered strong resistance within the country and it is not yet clear when and how Chile will adopt UPOV 1991 provisions. Through an analysis of legal and economic aspects of the domestic plant variety law, this paper explains that Chile should make better use of UPOV flexibilities and gives recommendations in order to accommodate the interests of all stakeholders. [ABSTRACT FROM AUTHOR]

Job-market discrimination research in the United States and Europe measures discrimination by a majority against racial minorities, discrimination that stems from historical patterns of inequality and privilege. Chilean researchers have applied these models to study class-based discrimination, finding some evidence to support its existence. Their innovative methods make race as well as class visible, and contradictions in their work show racial differences among Chileans. This research note highlights the interesting research from a new generation of labor economists who have simultaneously pushed the sanctioned limits of social debate and reaffirmed dominant explanations of inequality. Critical race theory is useful for making sense of the contradictions in their work and, it is argued, can improve the quality of Chilean social science research so as to reach a more accurate and self-reflective understanding of the sources and effects of inequality in Chile. [ABSTRACT FROM AUTHOR]