Prácticas Punitivas y Agrupamiento Académico: Análisis Multinivel en el Sistema Educativo Chileno

Exclusionary punitive discipline practices and ability grouping have been identified as key manifestations of intra-school exclusion and segregation. However, in Chile, there is limited understanding of the relationship between these practices and the influence of individual, family, and school characteristics. This study employs a three-level multilevel analysis using a nationally representative sample to examine this relationship. The results of a logit model revealed that certain individual and family characteristics, such as school suspension and parents' perception of the school as irrelevant, increase the likelihood of exclusion by two to five times. Conversely, being female, having a higher attendance rate, and having parents with high expectations of the school's role reduce these probabilities. School-related factors associated with an increased likelihood of exclusion included a higher proportion of suspended students and immigrant students. A better school climate was the only factor that consistently reduced these probabilities. The findings are discussed in light of cultural habitus, highlighting how differences between family and school expectations influence the experience of student exclusion.