Abstract

We aim to understand the strategies that Aymara students have developed to overcome thevulnerability in access and permanence in higher education. For Aymara students,references external to the institution act as protection factors of the support network thatdecisively determine their adaptation to the educational environment. Methodologically,this study accounts for a case study in northern Chile regions, using biographical interviewsto build the narrative regarding the university experience of the students. Main highlightsestablish that though ethnic–racial and socioeconomic dimensions intersect in thesigni