Discrimination based on national origin in the

continuity of higher studies in Perú

during the period of 1990-2010

GIARELLI BARRIGA
WHY DID I CHOOSE THIS TOPIC?

• Because it is my own research based on a educational problem in my origin

country.
• I want to share some topics about the education system in Perú related with
unequality and social stratification.
• I feel very interested on the research campus.
 THE RESEARCHER GROUP

Giarelli Barriga, María Cristina Corrales, Marisol Rivero and Pamela Tincopa.
Students from Education Degree.
Support: Peruvian University of Applied Sciences.
Lima, Perú
November 2013
THE MAIN PROBLEM: NATIVE STUDENTS
EDUCATION LEVEL

• Percentage of native students (andean or amazonian) who Access to high

studies are still extremily low.
• 6,7% of rural people between 15 to 29 years old manage it.

WHY?
 NATIVE PEOPLE IN PERU

• Self-recognised has a native population: Native communities existence.

• Native language spoken as a mother tongue:

Quechua and aimara: 4’019,197 speakers.
In the Amazon 35 languagues from 17 linguistic families, 200,000 speakers.
WHAT WAS THE INVESTIGATION ABOUT?

Students from native communities have to face difficulties related with the high
education system (educational background, economic troubles, pedagogyc atention to
diversity, legislation support) that make imposible their continuity of studies.
THE MAIN PROBLEM: NATIVE STUDENTS
EDUCATION LEVEL

• Chapter 1: Impact of the economic and educational backgrounds

Education gab between between society lawers is
around 27%. This aproximation exceed the gabs from
other countries as Bolivia (12%); Guatemala (17%);
México (7%).
a) Low schooling level
THE MAIN PROBLEM: NATIVE STUDENTS
EDUCATION LEVEL
• Chapter 1: Impact of the economic and educational backgrounds

a) Absence of Bilingual Intercultural Education law in High Studies

Discrimination by
mother language
In education access.
THE MAIN PROBLEM: NATIVE STUDENTS
EDUCATION LEVEL

• Low state investion in Public Education

“(…) El crecimiento masivo de la población estudiantil de nivel superior con el

porcentaje de participación en el PBI del gasto público, observamos que en 1994, el
gasto público total destinado a la educación pública fue el 2.8% del PBI, cifra muy
por debajo de los países de la Organización para la Cooperación y Desarrollo
Económico (OCDE) que invirtieron un promedio del 4.7% de su PBI a la educación
pública (Suecia y Canadá gastan 6.7% y 7.2% respectivamente).” (Sandoval 2013: 19)
THE MAIN PROBLEM: NATIVE STUDENTS
EDUCATION LEVEL

• Inequality and poorness

The fact of living in the capital reduce in 16% the possibility of povertry:
The native identity is also important: native homes have a higher possibility
(11% more) of been poor than no-natives homes.
 CONCLUSIONS

Weak State role in education

Social investion.
Stratification Don’t provide educational
resources required in the
diversity of cultures.

Low educational rate in School

Purchaising power
and University

High level of School Desertion

Guide a high education to the
young native people who has as a
tongue mother quechua or aymara
is a limítate option that face lots of
unequialities.
DEBATE

• ¿What would you agree if your right to

education where disrupted?
BIBLIOGRAPHY

BARRIGA, Giarelli; CORRALES, María Cristina; RIVERO, Marisol; TINCOPA, Pamela (2013)
Discriminación por procedencia en la permanencia de estudios superiores en el Perú durante el
periodo de 1990 y 2010. (Consulta 27 de marzo del 2015)
(https://es.scribd.com/doc/260061476/DISCRIMINACION-POR-PROCEDENCIA-EN-LA-
PERMANENCIA-DE-ESTUDIOS-SUPERIORES-EN-EL-PERU-DURANTE-EL-PERIODO-DE-1990-2010)