Parental education expectations and achievement for Indigenous students in Latin America: Evidence from TERCE learning survey.

Highlights • Use data for 12 countries from Latin America (TERCE). • Investigate the role of parental expectations on Indigenous learning gap. • Use three different definitions of Indigeneity. • Look at the role of discrimination and external constraints on the gap. • Find that the importance of the external channel on Indigenous learning inequality. Abstract Though mechanisms of Indigenous' exclusion in education due resources is well understood, there is a lack of evidence on role of educational expectations as an additional barrier for Indigenous children learning. In this paper, I use a recent Latin American learning survey (TERCE) for sixth grade students covering 12 countries to assess whether Indigenous families have lower educational expectations than non-Indigenous families and whether lower Indigenous parental schooling expectations are also linked to lower learning of their children. I found the that the context (the external channel) matters on the formation and transition of educational expectations for Indigenous children learning. [ABSTRACT FROM AUTHOR]