Socioeconomic Homogeneity in Chilean Elite Schools

Last week we had the chance to read a few articles about elite schooling specifically in Chile. I was excited to apply what we have learned about privilege and eliteness to the context of the Chilean school we are researching. In our reading of Madrid’s “’What are you going to do with all this information?’ Life history method and the formation of hegemonic masculinities in elite private schools in Chile” I was particularly struck by how the elite schools in Chile participate in the reproduction of the elite class. There are only 20 elite schools in Chile and 84% of the CEOs of the top companies in Chile were educated at one of these schools.

He also talks about how the political figures and leaders of Chile are deeply wound with the elite private schools of the country. These schools are becoming more and more tied to politics as can be seen in how many fathers of the elite class attended these schools (~16%), how many current elites attended these schools (39%) and how many children of the elites attend or attended these schools (65%). This is a prime example of the economically dominant majority exercising their control over those without such power. The number of generational elites attending these schools is growing which makes the achievement gap larger as it becomes more and more difficult to infiltrate the political positions in Chile if you do not come from one of these elite private schools which is only possible if you are a member of the upper class. This is specifically pertinent to Croft School in which applicants must submit a letter of recommendation from someone associated with the school for admittance. At the Croft School, no financial aid is offered. Therefore, regardless of academic achievement, non-elites cannot infiltrate this elite, exclusive institution if they cannot afford the steep fees of approximately $17,500 a year ($7,500 one time incorporation fee and $10,000 in tuition). This offers limited hope of using these elite schools as a vehicle of class mobility by denying lower income students the ability to take advantage of the opportunities that this school could provide. Madrid calls these schools “class organizers” in that they separate the elites from those who are not elite. These schools also form networks with alumni, staff and students that will benefit the students economically in the future, thus ensuring their graduates success.

The socioeconomic homogeneity that is created at these Chilean elite schools is a product of these factors. This provides limited diversity in the student body and therefore limited opportunities to learn to be a global citizen, a motto boasted by many elite schools, including the Croft School. It will be interesting for us to learn what happens to students once they graduate and if the connections they have made through the school influence their career paths both in terms of which they choose to embark on and how their status as members of this elite community aids them in this process.