Why Student Aid Matters? Roadblocks to the Transition into Higher Education for Forced Migrants in Chile
Education is a powerful tool for social mobility and cultural integration. However, it is one of the largest hurdles for migrants—particularly for forcefully displaced migrants, given their more vulnerable condition and lack of resources to pay for private education. This paper explores educational gaps between migrants and natives in Chile, a country that provides free public education to newcomers. The paper analyzes an administrative data set that includes all students in the Chilean educational system and follows students from 2017 to 2018. Using a research discontinuity design around the cut-off for financial aid to tertiary education, this paper investigates whether access to financial aid generates incentives for forced migrants to enroll in tertiary education. This research confirms previous findings that show that migrants have lower advancement and enrollment rates than natives at every school level. Moreover, it finds that financial aid applications constitute a major roadblock preventing migrant students from accessing higher education. Furthermore, the paper presents suggestive evidence showing that the interaction between the type of school (vocational vs. technical) and the migrant condition affects applications for financial aid.
| Main Authors: | , , |
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| Format: | Working Paper biblioteca |
| Language: | English |
| Published: |
World Bank, Washington, DC
2022-06
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| Subjects: | FORCED MIGRANTS, EDUCATIONAL INCLUSION, HIGHER EDUCATION, FINANCIAL AID, REGRESSION DISCONTINUITY, ACCESS TO EDUCATION, TERTIARY EDUCATION ACCESS FOR MIGRANTS, CUT-OFF FOR EDUCATION FINANCIAL AID, APPLICATIONS FOR FINANCIAL AID, BARRIERS TO EDUCATION, BARRIERS TO UPWARD MOBILITY, FORCEFULLY DISPLACED MIGRANTS, |
| Online Access: | http://documents.worldbank.org/curated/en/099321006232214741/IDU098e3e45807dbf0416d0b96c006008f32a01a http://hdl.handle.net/10986/37599 |
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| Summary: | Education is a powerful tool for
social mobility and cultural integration. However, it is one
of the largest hurdles for migrants—particularly for
forcefully displaced migrants, given their more vulnerable
condition and lack of resources to pay for private
education. This paper explores educational gaps between
migrants and natives in Chile, a country that provides free
public education to newcomers. The paper analyzes an
administrative data set that includes all students in the
Chilean educational system and follows students from 2017 to
2018. Using a research discontinuity design around the
cut-off for financial aid to tertiary education, this paper
investigates whether access to financial aid generates
incentives for forced migrants to enroll in tertiary
education. This research confirms previous findings that
show that migrants have lower advancement and enrollment
rates than natives at every school level. Moreover, it finds
that financial aid applications constitute a major roadblock
preventing migrant students from accessing higher education.
Furthermore, the paper presents suggestive evidence showing
that the interaction between the type of school (vocational
vs. technical) and the migrant condition affects
applications for financial aid. |
|---|