Cristóbal Villalobos
Pontifical Catholic University of Chile
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Publication
Featured researches published by Cristóbal Villalobos.
Young | 2018
Ernesto Treviño; Cristóbal Villalobos; Consuelo Béjares; Eloísa Naranjo
This article analyses the role of school in different forms of expected political participation of 8th grade students in Chile. The massive students’ public demonstrations in Chile in the last ten years and the low rate of young voters’ turnout in elections have raised the question about young people’s preparation to participate as citizens in society. The results show that students’ civic and political background has the greatest influence in political participation, while the influence of school is mainly related to school governance and teacher practices. This discussion focused on the challenges that these results could mean for schools in Chile.
Archive | 2018
Ernesto Treviño; Consuelo Béjares; Ignacio Wyman; Cristóbal Villalobos
Schools are increasingly seen as a potential vehicle for promoting positive attitudes toward diversity and equality in different countries. However, the debate regarding the actual capacity of schools to fulfill this task, set against the role of families and individual preferences, is still open. To analyze how the characteristics of schools may shape student attitudes toward diversity in terms of gender, immigration and ethnic groups, a multilevel model that takes into consideration the characteristics of the school, such as the composition of diversity, school climate and teacher practices, and individual characteristics, such as socioeconomic background and civic interest, was used. Schools seem to have a limited leverage in promoting attitudes toward diversity, due to the fact that variance in attitudes occurs mainly within schools. The main findings are discussed in terms of research, policy and practice.
Archive | 2018
Cristóbal Villalobos; Ernesto Treviño; Ignacio Wyman; Consuelo Béjares
IEA’s International Civic and Citizenship Education Study (ICCS) identifies first- and second-generation immigrants, and hence may reveal patterns of segregation of immigrant students. From a comparative perspective, these may be analyzed to provide the distribution, concentration and spread of immigrant students among schools and countries. Here three methods of analysis were employed: (1) descriptive analysis, (2) construction of segregation indices, and (3) multilevel analysis. In general, countries do not implement systematic policies to concentrate or segregate immigrant students, although there are important differences between countries; instead there is a need to appreciate strong relationships between levels of segregation and inequality or human development indexes, and consider geographical, cultural and economic factors. Schools appear to have a limited effect in transforming attitudes toward immigration.
Journal of Social Service Research | 2018
Taly Reininger; Ignacio Wyman; Cristóbal Villalobos
ABSTRACT On an international scale, conditional cash transfer (CCT) programs have rapidly expanded. Since their boom in the 1990s newer modalities have emerged, incorporating some innovative components. The following study sought to examine one particular CCT program heralded as innovative due to its psychosocial and socio employment accompaniment components: Chiles Ethical Family Wage program. Utilizing administrative data from the Ministry of Social Development this exploratory study sought to examine family trajectories in the program with a particular focus on those families who were terminated from the program due to not meeting conditionalities. Findings from the study indicate that the program deviates sharply from its theoretical implementation. Furthermore, the probabilities of program termination increased in those families headed by younger adults, female and single-headed households, households with higher levels of education as well as larger families. However, a greater number of children decreased the probabilities of program termination as was homeownership. Implications of the findings for policy and practice are discussed.
Archive | 2017
Ernesto Treviño; Consuelo Béjares; Cristóbal Villalobos; Eloísa Naranjo
Latin America has faced several challenges to democracy in its recent history. Some countries lived under military dictatorships (Argentina, Uruguay, Brazil and Chile), some had to overcome long periods of civil war (El Salvador, Colombia, Guatemala, Honduras and Nicaragua), and others, like Mexico, had to work against corruption, foster transparency and strengthen democratic institutions (O’Donnell, 1997; Rouquie & Schvarzer, 1985).
Calidad en la Educación | 2017
Constanza San Martín; Cristóbal Villalobos; Carla Muñoz; Ignacio Wyman
This article explores the importance of inclusive education in pre-service training by examining three academic programs focused on Pedagogy in Elementary Education in the Chilean higher education system that incorporate elements of inclusive education in their descriptions and profiles. Specifically, the research seeks to understand how to inclusive education is defined in the curriculum of these programs and how they include this dimension in the educational training of these students. Using mixed methods approach, the study analyzes the professional profiles and the curricula of each academic program. This analysis is contrasted with the discourse of directors and teachers from each of the programs. The results show that the most programs develop an approach towards inclusive education is based more heavily in theoretical discourse rather than in the implementation of specific teaching practices. Furthermore, the results show that programs incorporate the concept of inclusive education only in relation to specific subjects, without developing a transversal vision of the topic. Additionally, the study did not find high levels of internal consistency regarding what is meant by inclusive education and how this should be developed for initial training of teachers in the programs analyzed.
Learning and Individual Differences | 2016
Ernesto Treviño; Juan Pablo Valenzuela; Cristóbal Villalobos
The Journal of Poverty and Social Justice | 2018
Tal Reininger; Cristóbal Villalobos; Ignacio Wyman
Education Policy Analysis Archives | 2017
Cristóbal Villalobos; Ernesto Treviño; Ignacio Wyman; Judith Scheele
REDES: Revista Hispana para el Análisis de Redes Sociales | 2016
Diego Palacios; Cristóbal Villalobos