ABSTRACT

Various studies have sought to understand factors affecting low university retention rates of indigenous students. However, little is known about students who successfully complete undergraduate programs in STEM fields. This investigation, utilizing the life history approach, analyzed academic trajectories of 11 Mapuche graduates or near-graduates from such programs in south-central Chile. The analysis showed that students who were successful in obtaining degrees had experienced early participation in communities that encouraged an academic culture. These were constituted by their families, teachers, and friends, and participation occurred throughout their lives as they successfully negotiated their identities as indigenous and academically talented students.

摘要

各种研究试图了解影响土著学生大学保留率低的因素。然而，关于成功完成 STEM 领域本科课程的学生知之甚少。这项调查利用生活史方法，分析了智利中南部此类项目的 11 名马普切毕业生或即将毕业的学生的学术轨迹。分析表明，成功获得学位的学生很早就参与了鼓励学术文化的社区。这些由他们的家人、老师和朋友组成，在他们成功地协商自己作为土著和学术天才学生的身份的过程中，他们的参与贯穿了他们的一生。