Academic Trajectories of PACE Program Students in a Chilean Regional University

Abstract

Educational policies have positioned higher education (HE) as a competitive arena, emphasizing prestige and quality. This orientation has created challenges for access, adaptation, and retention of students, particularly those from economically disadvantaged backgrounds. In Chile, the Accompaniment Program in Higher Education (PACE) has been a proactive step to address this disparity, offering academic and financial support to historically marginalized students seeking higher education. This study seeks to reconstruct the academic journeys of PACE Program-supported students at a regional university in northern Chile. It does so by describing the significant milestones, barriers, and facilitating factors in their educational pathways. A qualitative case study methodology was used, with a focus on Pierre Bourdieu's theory of social reproduction. The main findings highlight how students percieve HE as a means of achieving social mobility, even in the face of considerable obstacles, including economic constraints, inadequate academic preparedness, expectations set during secondary education, and self-debout regarding their abilities. Conversely, facilitators include government policies and assistance, dedicated teacher support, family connections, and personal qualities such as determination and resilience. These findings provide valuable insights to inform initiatives aimed at restoring equitable access to education for students from economically disadvantaged backgrounds.