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Higher education is a powerful tool for migrant integration into destination countries. This paper presents an empirical comparison between native and migrant students in Chile, focusing on their trajectory through different transitions: high school graduation, performance on university entrance exams, and decision to enroll in technical or university higher education. Results show that, when controlling for school performance, natives are more likely to complete every transition compared to migrant students, except in the enrollment to technical higher education where migrants have a higher rate. However, we also show that the timing of arrival to the educational system matters and that the differences between groups completely disappear if migrant students arrive before age 10 in the educational system. Therefore, we expand the educational literature by empirically showing that "when" migrants enter the school system is crucial. If they arrive early in life, they can have a trajectory similar to that of native students.

The learning and developmental losses from preprimary program closures due to COVID-19 may be unprecedented. These disruptions early in life can be long-lasting. Although there is evidence about the effects of school closures on older children, there is scarce evidence on such losses for children in their early years. This article is among the first to quantify the actual impact of pandemic-related closures on early child development, in this case, for a sample of young children in Chile, where school and childcare closures lasted for about a year. We use a unique data set collected face-to-face in December 2020, which includes child development indicators for general development, language development, socioemotional development, and executive function. We find adverse impacts on children in 2020 compared to children interviewed in 2017 in most development areas. In particular, 9 months after the start of the pandemic, we find a loss in language development of 0.25 SD.

This paper estimates the acute effect of community-level homicides on early childhood language development and explores the moderating role of maternal efficacy and satisfaction in Chile. It uses data from the 2017 wave of the Early Childhood Longitudinal Survey of Chilean Children (N = 1194, M[subscript age]: 52.8 months, 52% girls). Children in municipalities with homicides 1 month before the Peabody Picture Vocabulary assessment scored between 0.18 and 0.41 SDs lower compared to children in the same municipality but for whom homicides happened after the assessment. On average, higher maternal satisfaction appears to have a protective effect, though it dissipates in the most violent municipalities. Evidence that higher maternal efficacy protects children from the negative effects of violence is inconclusive.

The authors propose an adaptation of the well-known “circular plot,” traditionally used to quantify international migration flows, to visualize patterns of intermarriage within Latin American countries. The authors present data on intermarriage flows between partners’ countries of origin using data from recent household surveys from five Latin American countries. The visualization allows an easy-to-grasp snapshot of marital pairings considering partners born in different countries, as well as the identification of their spatial patterns. In some countries, such as Colombia and Peru, most intermarriage occurs between natives and Venezuelans. Conversely, in Chile, Ecuador, and Uruguay, there is much wider heterogeneity in country-pair combinations. In Chile, no country-pair combination dominates, reflecting the more balanced nature of migration flows from a broader set of countries. Overall, the results aid the interpretation of trends and patterns in marriage across country lines by placing them within a comparative regional context. This is a flexible tool that could be easily adapted to multiple other countries within or outside of the region, to analyses over time, and to a heterogeneous array of couple-level characteristics.

Maternal education is associated with early child outcomes. However, the several mechanisms that may explain this relationship remain underexplored. Using data from 1,097 children aged 12-15 months in Chile, we estimate the maternal education gap across child cognitive and language outcomes. Following a bioecological perspective, we explore potential pathways by which maternal education might influence child development, such as child characteristics, the quantity and quality of mother-child interactions, and the availability of home stimulation. We found an average maternal education gap between children with mothers with the lowest and the highest educational levels of 0.36, 0.31, and 0.25 standard deviation in child cognition, expressive language, and receptive language, respectively. The mediational analysis showed that maternal stress and depression and the quality of the home environment mediated the relation between maternal education and child language and cognitive development.

While educational decisions are considered a key mediator between residential and educational segregation, the role of spatial dimensions in the construction of educational strategies has been only recently studied. This article contributes to linking urban and educational research to examine decisions about schooling, using the case of Santiago, Chile. Empirical research included focus groups with parents and students at public and semi-public schools in four neighbourhoods of Santiago. We take a particular policy conjuncture, a progressive reform of the education system called the Inclusion Law, as a window to observe how educational decisions are anchored to spatial dimensions, and how a change in the "rules of the game" challenges families' educational strategies. Using Bourdieu´s "trialectic" of space we show that the interplay and dynamic transposition of social, physical and symbolic dimensions of space contributes to the development of three educational strategies spanning across different neighbourhoods. The article contributes to showing the differential role and value of each spatial dimension according to social class in all educational strategies. The resources that agents mobilise in the educational field are influenced by their particular positions in social space, the material conditions of the neighbourhoods they inhabit, as well as the symbolic significance they attribute to both schools and neighbourhoods. Finally, we suggest that the change in the rules of the educational game elicits resistances because the positions that agents occupy in all three spaces remain unaltered by the new regulatory framework. [ABSTRACT FROM AUTHOR]

Higher education is a powerful tool for migrant integration into destination countries. This paper presents an empirical comparison between native and migrant students in Chile, focusing on their trajectory through different transitions: high school graduation, performance on university entrance exams, and decision to enroll in technical or university higher education. Results show that, when controlling for school performance, natives are more likely to complete every transition compared to migrant students, except in the enrollment to technical higher education where migrants have a higher rate. However, we also show that the timing of arrival to the educational system matters and that the differences between groups completely disappear if migrant students arrive before age 10 in the educational system. Therefore, we expand the educational literature by empirically showing that when migrants enter the school system is crucial. If they arrive early in life, they can have a trajectory similar to that of native students. [ABSTRACT FROM AUTHOR]

Objectives: We explore the effects of the pandemic on stress, depressive symptoms and parenting practices of mothers with children aged between 24- and 30-months, residents in Santiago, Chile, and the differences between foreign‐born and native‐born mothers.Methods: Using data from the longitudinal project Mil Primeros Días and lagged-dependent models, we analyzed parental stress, depressive symptoms and parenting practices for native-born and foreign-born mothers. Lagged-dependent model allows us to take advantage of the longitudinal data by controlling for the previous score and baseline individual characteristics.Results: After 8 months of the pandemic, mothers of young children have more depressive symptoms, are more stressed, and show more hostility towards their children. Foreign-born mothers had 0.29 and 0.22 standard deviations (SD) more than native-born mothers in the parental distress and difficult child scales from the Parental Stress Index (PSI), respectively, and 0.17 SD more in the hostile-reactive parental behavior dimension.Conclusion: Findings suggest the need to implement policies and programs that prevent mental health deterioration for mothers, especially migrant mothers, to improve women’s psychological condition and child wellness.

O presente texto propõe um exercício poético-político exploratório, que tem como objetivo discutir a noção do valor da dança. Em cinco partes, apresentamos uma série de abordagens, conceitos, perguntas e experiências pessoais relacionadas às condições da existência sensível, memória e durabilidade da dança. Situamos estes aspectos em relação aos mecanismos de produção, valorização e marginalização da dança e suas implicações corporais, políticas e sensíveis, tanto em nós, quanto naqueles que participam indiretamente da construção deste relato coletivo. Entre uma ideia hegemônica e funcional da dança e uma ideia de resistência contra ela, apresentamos uma terceira forma de re-existência singular-plural de dança, que é inapropriável e tende a ressonância. Para tanto, revisamos materiais teóricos, nossas próprias fontes experimentais e comentários informais coletados desde 2008 até o presente. Esperamos que esta ação escrita contribua para ampliar o questionamento teórico da dança, entendida exclusivamente a partir do espaço cênico, do paradigma da subjetividade e da ideia de eficácia estética, para uma compreensão extra-cênica, infrapolítica e anti-hierárquica dos motivos e condições da dança na vida daqueles que, entre outras coisas, dançam.

The learning and developmental losses from preprimary program closures due to COVID-19 may be unprecedented. These disruptions early in life can be long-lasting. Although there is evidence about the effects of school closures on older children, there is scarce evidence on such losses for children in their early years. This article is among the first to quantify the actual impact of pandemic-related closures on early child development, in this case, for a sample of young children in Chile, where school and childcare closures lasted for about a year. We use a unique data set collected face-to-face in December 2020, which includes child development indicators for general development, language development, socioemotional development, and executive function. We find adverse impacts on children in 2020 compared to children interviewed in 2017 in most development areas. In particular, 9 months after the start of the pandemic, we find a loss in language development of 0.25 SD. [ABSTRACT FROM AUTHOR]

Extensive demographic scholarship shows that the population‐level implications of mortality crises such as the COVID‐19 pandemic extend beyond mortality dynamics to affect fertility and family‐formation strategies. Using novel municipality‐level data from Chile covering all births that occurred between January 2017 and December 2021, this study explores trends in fertility and implications of the COVID‐19 pandemic for "quantum" and "quality" of births in the Chilean context. Building both a monthly and a yearly panel of 346 municipalities and leveraging fixed‐effects regression analyses, we focus on births and crude birth rates to measure quantum, while quality is assessed through the share of births that are low‐weight (LBW) and preterm (PTB). Our findings provide evidence of a significant drop in fertility in the wake of COVID—of the magnitude of a reduction of 1.3 live births per 1,000 individuals—which reaches a minimum around February 2021, followed by an incipient rebound in late 2021. Moreover, estimates on child health at birth suggest that the COVID period was associated with an increase in LBW and, foremost, PTB, by 1 and 2.2 percentage points, respectively. Findings from this study shed light on the role of policy interventions in the health arena and the linkages between short‐ and long‐run effects in relation to the various COVID‐19 waves in Chile. [ABSTRACT FROM AUTHOR]

This paper estimates the acute effect of community‐level homicides on early childhood language development and explores the moderating role of maternal efficacy and satisfaction in Chile. It uses data from the 2017 wave of the Early Childhood Longitudinal Survey of Chilean Children (N = 1194, Mage: 52.8 months, 52% girls). Children in municipalities with homicides 1 month before the Peabody Picture Vocabulary assessment scored between 0.18 and 0.41 SDs lower compared to children in the same municipality but for whom homicides happened after the assessment. On average, higher maternal satisfaction appears to have a protective effect, though it dissipates in the most violent municipalities. Evidence that higher maternal efficacy protects children from the negative effects of violence is inconclusive. [ABSTRACT FROM AUTHOR]

This article analyses the persistence of informal settlements in the city of Santiago, Chile, between 1990 and 2018, a period of democratic governments characterised by falling poverty rates and – paradoxically – state efforts to reduce informality by increasing the provision of housing for low-income groups. Based on a qualitative study that includes document analysis and interviews with poor urban residents and governmental actors, I describe one mechanism of informal housing reproduction: the cyclical repopulation of informal urbanisations, that is, the intertwined processes of relocation of informal residents and the reoccupation of settlement sites by new families. In contrast to dichotomous understandings of informality that explain informal housing as produced by residents' poverty, the article shows that repopulation cycles respond to a regime of government structured around what I call a 'politics of poverty', a framework that labels informal settlements as 'spatial concentrations of poverty', therefore creating spatial zones of intervention. While this helps the state to target informal settlements as subjects of poverty policies, residents mobilise the policy's categories to legitimate informal practices. [ABSTRACT FROM AUTHOR]

Delayed parenthood characterizes family formation in developed countries and is also emerging in developing countries. In Latin America, fertility trends have been historically characterized by early family formation and adolescent childbearing. Recent studies indicate emerging trends of late fertility, but there is conflicting empirical evidence on whether and why parenthood is being postponed. This mixed-methods study examines the trends and determinants of late fertility in Chile, focusing on whether and why women are delaying first childbearing. Quantitative findings indicate an increase in the age at first birth driven by a rise of the proportion of women becoming mothers after 30 years and a decrease of adolescent childbearing. Estimations show differences in the timing of first childbearing according to education, employment, and marital status. Qualitative findings suggest that delaying first childbearing is driven by aspirations of self-realization, emerging gender norms, intensification of mothering, partnership insecurity, and precarious social conditions for having children. [ABSTRACT FROM AUTHOR]