Conference Program

This study examines the reflections of rural-origin university students in Arica, Chile's northernmost city, regarding their educational trajectories. Trajectories are understood as the fabric that connects structural, institutional, and individual dimensions (Briscioli, 2016) and as a theoretical–methodological construct that seeks to overcome the sociological dichotomy between social determinism and voluntarism by linking the subjective and objective conditions under which life unfolds (Terigi & Briscioli, 2020). The distinction between theoretical trajectories—linear itineraries prescribed by the school system—and real trajectories—the specific paths followed by each student, which may diverge from the theoretical sequence (Terigi, 2007)—enables analysis of complex processes in educational contexts shaped by forces beyond the school.

This qualitative study follows a biographical-narrative approach and is based on life-story interviews with 10 university students (Cornejo et al., 2008). Each participant was interviewed twice, for a total of 20 interviews. The study examines the relationship between the rural–urban school transition and the educational trajectories and self-perceptions of rural-origin university students, foregrounding their own perspectives. Its significance lies in the fact that, in a border region characterized by nationalism as much as by multiculturality, cultural, ethnic, and national identities play a key role in the interplay among territory, institutional contexts, and individual trajectories.

Findings show that the rural-urban transition significantly shapes students' educational trajectories, combining academic challenges, logistical burdens, and personal growth opportunities. Since most rural high schools are vocational, rural students feel disadvantaged when enrolling in university, and perceive their urban peers as more familiar with university culture and the professional aspects of their careers. Students also experience a stark contrast between the “homey” environment of rural schools—where teachers know every student and their family—and the more anonymous urban university setting. Many describe moving from being top students in their rural schools to receiving their first failing grades in higher education as a significant emotional shock, yet they value this learning opportunity. From a socioemotional perspective, students often enter urban institutions with fear of being “different” because of their rural background or migrant status. Many describe themselves as initially “reserved” or “closed off” due to their life experiences and the burden of commuting and participating in agricultural labor. Professors and peers may be unaware of these conditions and inflexible regarding schedules and deadlines.

Overall, interviewees understand their rural lives as producing histories and identities distinct from those of urban peers; they see themselves as valuing family effort more highly and as having become more independent and mature through the rural–urban transition, often forming ties with other hardworking, dedicated students. This study thus contributes to the panel by showing how rural-origin university students’ educational trajectories intersect with territorial inequalities, institutional expectations, and family work obligations, producing both constraints and resources in their everyday navigation of higher education. By foregrounding their narratives of effort and discipline, the study illuminates how identities and aspirations are co-constituted within unequal socio-material conditions, while also evidencing subtle forms of resistance to dominant, urban-centric models of educational success.