Abstract

This paper explores the experiences of former low-income children that, in the late 1960 s and early 1970 s, were integrated into Saint George's College, an elite private school in Santiago, Chile. Using a primarily qualitative, retrospective case study design, we focus on the experiences and perceptions of former students to explore lessons from this evocative case study of socio-economic integration. Findings point to key situational differences in low-income students' integration experiences and sense of belonging. Heterogenous experiences ranged from negative, such as bullying, discrimination, and experiences that deepened class-based identities, to experiences of support, inclusion, and friendship. Factors affecting the level and nature of integration experiences are consid-ered in relation to contact theory and refinements to the theory are proposed to account for developmental differences in integration experiences.