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Education and How It Keeps Chilean Colorism in Place

April 19, 2025

In Chile, people with lighter skin are often treated better than those with darker skin. This idea comes from the lasting effects of colonization, when the Spanish took control of the land and established a racial hierarchy that privileged European features. People with lighter skin and European looks were seen as better. Today, these beliefs continue to influence media, beauty standards, workplaces, and schools. In Chile, to “have an acceptable appearance” often means being “light-skinned and blonde” or at least having “European” features (Not Another Blog About Chile), while people with darker skin, especially those with Indigenous or African ancestry, often face discrimination.

Class is also closely tied to these ideas. People from higher classes often use negative words for those who are seen as poor or from lower classes. Terms like “flaites,” “ordinarios,” or “rotos” carry harmful stereotypes, describing people as rude, poorly educated, or badly dressed—but these are not direct translations. Not Another Blog About Chile explains that the lower class is often seen as having a “very bad appearance, dark complexion, and… weight problems.” These views reflect how racism and classism are connected in Chilean society.

The school system plays a role in keeping these beliefs alive. The most prestigious schools are private and expensive, giving access mostly to the wealthy. Since lighter-skinned people are more likely to be favored in society and have more economic opportunity, they are the ones who attend these elite schools. That leads to better chances at attending top universities and getting high-paying jobs, while people with darker skin and less money often have fewer opportunities or face more barriers.

However, the issue is not only about wealth and appearance—it’s also about how Chile sees itself as a nation. Many Chileans believe the country is racially homogeneous, but this belief ignores the existence of Afro-Chilean and Indigenous communities. The Cultural Atlas notes that Indigenous groups often “feel ignored.” By claiming that most people are mestizo, or mixed, Chile hides the fact that many racial and cultural groups exist—and continue to be marginalized.

This connects to the deeper role that elite institutions play in maintaining social hierarchies. As Bourdieu explains, elite schools reproduce privilege by giving more advantages to those who already come from wealthy backgrounds. They also use what he called symbolic violence—subtle ways of making inequality seem normal or deserved. In this sense, colorism is one more issue that elite schools often overlook, allowing discrimination to continue unnoticed. As part of this system, we can see how whiteness and elite status are connected. To that end, we extend the arguments developed by Leila Angod in a larger project where she demonstrates “the central role of whiteness in making elite status through multiculturalism and humanitarianism.” In the Chilean context, this means that schools and elite spaces may appear inclusive, but they still rely on old ideas that link whiteness to power, status, and success.

References

Scroope, C. (2017). *Chilean Culture: Core Concepts*. Cultural Atlas. Retrieved April 4, 2025, from https://culturalatlas.sbs.com.au/chilean-culture/chilean-culture-core-concepts

Not Another Blog About Chile. (2021, April 24). The ugly truth about the complex stratification of the Chilean society. Medium. Retrieved April 4, 2025, from https://medium.com/not-another-blog-about-chile/the-ugly-truth-about-the-complex-stratification-of-the-chilean-society-28c21bee82d9

Gaztambide-Fernández, R., & Angod, L. (2019). Approximating whiteness: Race, class, and empire in the making of modern elite/white subjects. Educational Theory, 69(6), 719–742.

The Role of Teachers In Elite Institutions

lcruz27 / Globally Elite /

April 2, 2025

For the elite, schools are more than just places to learn. They are spaces where privilege is reinforced and identities are shaped. While analyzing an interview with Alejandro, a student at Croft School, an elite institution in Chile, I came across some interesting comments that made me wonder who is actually reinforcing this privilege and why.

One major factor seems to be the relationship between teachers and students. In elite schools, teachers play a big role in maintaining social hierarchies and fostering a sense of entitlement among students. What is interesting, though, is that Alejandro mentioned he did not have a great experience with the teachers at Croft. This made me think that while strong teacher student relationships can reinforce privilege, it can also create a gap between their relationship.

Interestingly enough, teachers do more than just teach. They guide students toward academic and social success. In elite schools, their influence goes beyond the classroom by offering guidance on college admissions, career paths, and other opportunities that are not as available in most public schools. Alejandro talked about the pressure to succeed both academically and athletically. He expresses he felt this pressure not just from his parents but also largely from his teachers. However, this emphasis on success does not necessarily equate to genuine intellectual curiosity. Alejandro did not express a want to succeed, it was a need. He made it sound like he had no other option. It serves as a means to uphold the elite status of these students, ensuring that they continue on predetermined paths to power and influence.

In elite schools, teachers are not just responsible for teaching subjects like math or history. They also prepare students for life in elite society. Many teachers at these schools come from similar socioeconomic backgrounds as their students, which creates a sense of familiarity and connection. This can be helpful, but it also means that elite values and norms are often passed down without much thought. The way teachers interact with students, the expectations they set, and the behaviors they reward all contribute to reinforcing social hierarchies. Even when teachers challenge students to think critically about their status, they never fully acknowledge the privilege.

In the end, the reinforcement of privilege in elite schools is complicated. It is not just about teachers. It is about the environment, the culture, and the students themselves. Teachers play a major role in shaping both academic and social pathways, but their influence is part of a larger system that keeps social hierarchies intact. The real challenge is figuring out how to break these patterns and create a more inclusive and equitable education system that does not just cater to the privileged few. To do this, we need to critically examine how schools, both elite and non elite, shape students’ understandings of success, merit, and social responsibility. Only by addressing these deeper issues can we begin to imagine an education system that serves all students rather than just reinforcing existing power structures.

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Education and How It Keeps Chilean Colorism in Place

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The Role of Teachers In Elite Institutions