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Explaining and Overcoming Marginalization in Education: Ethnic and Language Minorities in Peru

  • Santiago Cueto
  • Gabriela Guerrero
  • Juan León
  • Elisa Seguin
  • Ismael Muñoz
Part of the Palgrave Studies on Children and Development book series (PSCD)

Abstract

In the past few decades, education in Peru has shown increased enrolment, especially in primary schools, but low achievement as measured by national and international standard tests in reading comprehension and mathematics. However, averages hide wide disparities in educational outcomes, which are often influenced by individual and family characteristics. Among these, coming from a family that speaks an indigenous language has been shown to be a significant predictor of low educational outcomes as compared to coming from a Spanish-speaking family (Cueto 2007: 425–6).2 In this chapter, we present and discuss evidence of this trend in Peru, suggesting policies to overcome existing inequalities.

Keywords

Reading Comprehension Indigenous People Mother Tongue Rural School Spanish Speaker 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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References

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Copyright information

© Santiago Cueto, Gabriela Guerrero, Juan León, Elisa Seguin, and Ismael Muñoz 2012

Authors and Affiliations

  • Santiago Cueto
  • Gabriela Guerrero
  • Juan León
  • Elisa Seguin
  • Ismael Muñoz

There are no affiliations available

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