How to cite APA:

Mora. L. Navarro, M., Higuera, Y. (2023) Incidencia de la Discriminación

Escolar en la Convivencia de los Estudiantes de la Institución Educativa Cisneros.

Repique, 5(1), 33-55

Vol. 5 No. 1

January - June 2023

e-ISSN: 2550-6676

pp 33-55

Incidence of School Discrimination in the Coexistence of the

Students of the Educational Institution

Loida M. Mora D.

Mónica P. Navarro G.

Yull X. Higuera C.

Abstract

School discrimination is an issue that affects the integral

development of students, in this sense, a research will be conducted

to identify discriminatory practices that occur in the students of the

I.E. Cisneros of the municipality of Cisneros (Antioquia), through a

contextual analysis to determine their causes, their factors and

thereby design an intervention strategy to reduce cases of school

discrimination and thus improve coexistence in the institution. Action

research as a method, has had to gain space in the academic and

scientific community, a space that has been winning over the strict

scientific method and the positivist paradigm. This research is

qualitative in nature and the type of study is action research. The

qualitative approach and action research were selected because they

allow us to approach the school reality in a way that facilitates

understanding the context and describing the real processes from

the participants' perspectives; also because it is more appropriate to

have access to the world of other people's lives in a short time.

* Teacher Iberoamerican University Foundation loida.mora@cun.edu.co,

https://orcid.org/0000-0002-9978-0072

* Teacher Iberoamerican University Foundation mónica.navarro@cun.edu.co,

https://orcid.org/0000-0001-9896-4972

* Teacher Iberoamerican University Foundation yull.higuera@cun.edu.co,

https://orcid.org/0000-0003-0914-2227

Loida M. Mora, Mónica P. Navarro , Yull X. Higuera

Interviews were conducted with two focus groups (students and

teachers) from which the emerging categories are extracted.

Keyword:

Discrimination, social skills, social inclusion, educational

inclusion, school coexistence, participatory action research.

Incidencia de la Discriminación Escolar en la Convivencia de los

Estudiantes de la Institución Educativa

Resumen

La discriminación escolar es un tema que afecta el desarrollo integral

de los estudiantes, en este sentido, se realizará una investigación

para identificar las prácticas discriminatorias que se presentan en los

estudiantes de la I.E. Cisneros del municipio de Cisneros (Antioquia),

por medio de un análisis contextual que permita determinar sus

causas, sus factores y con ello diseñar una estrategia de intervención

para disminuir los casos de discriminación escolar y así mejorar la

convivencia en la institución. La investigación acción cómo método,

ha tenido que irse ganando espacio en la comunidad académica y

científica espacio que ha venido ganándole al método científico

estricto y el paradigma positivista. Esta investigación es de carácter

cualitativo y el tipo de estudio es investigación acción. Se selecciono

el enfoque cualitativo y la investigación acción, pues nos permiten

aproximarnos a la realidad escolar, de un modo tal que facilita

comprender el contexto y describir los procesos reales desde las

perspectivas de los participantes; también porque resulta más

apropiado para tener acceso al mundo de la vida de otras personas

en breve tiempo. Se realizaron entrevistas a dos grupos focales

(estudiantes y docentes) de las cuales se extraen las categorías

emergentes.

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Vol. 5 No. 1 - 2023

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Palabra clave:

Discriminación, habilidades sociales, inclusión social,

inclusión educativa, convivencia escolar, investigación acción

participativa

Received :

09-05-2022

Approved:

10-10-2022

INTRODUCTION

The school is a space of coexistence that is not exempt from the

phenomenon of discrimination, where a diversity of individuals that

make up the educational community coexist, who establish among

them a network of relationships that in addition to knowledge and

skills also promote norms, values, attitudes and practices, many of

which are shaped by prejudices and stereotypes that favor

discriminatory attitudes. According to Milicic, Alcalay, Berger and

Alamos, (2013). Cited by Arias, Rengifo and Lizcano (2022). From

the national level and according to studies conducted, it could be

deduced that students with weak social skills present greater

difficulty in socializing with peers and teachers, so they find it

difficult to behave and have poor academic performance.

In this sense, the dynamics of school coexistence presents several

challenges, mainly because in the context of secondary education,

adolescence, as a stage of development, is associated with

difficulties in physical, social and psychological development that

generate tensions in aspects related to self-esteem, independence,

limit management, communication, aggressiveness, sexuality,

among others (García, Pérez, & Hernández, 2013), which generates

tensions that have a significant influence on school coexistence,

with discrimination as one of the main problems.

In the educational context, discrimination has been known to

intrude, from racial segregation for several decades with exclusive

schools for whites and blacks, as well as with the different forms of

Loida M. Mora, Mónica P. Navarro , Yull X. Higuera

restriction in access to education for women, people with

disabilities and other population groups.

The phenomenon of discrimination is also linked to pedagogical

policies and practices that prioritize other aspects of training,

leaving aside the holistic construction of the human being, as

expressed by Cruz, Zapata, Ruiz and Morales (2021) "...occurs due

to the decontextualization of contents to which their educational

curricula are linked, since it leaves aside an integrality between a

globalized world, which requires the learning of a foreign language

and ICT".

In a much more specific context, in the Cisneros educational

institution, through the review of cases of school aggression among

peers, disciplinary processes and school guidance, observation of

the usual dynamics at break times, among other sources, different

manifestations of discrimination that permeate the harmonious

coexistence among the different members of the educational

community are perceived; Machismo as a model of upbringing

associated with toxic masculinities where violence and the

imposition of the strongest prevail, as well as homophobic, racist

and xenophobic attitudes externalized through jokes and insults,

are some of them.

As a contribution to the solution of this problem, this project aims

to carry out a process of identification of the types of discrimination,

the causes and factors that generate discrimination practices in the

Cisneros Educational Institution of the Municipality of Cisneros,

based on the above, to design tools to mitigate the cases of

discrimination that occur in the institution.

All this seeks to translate into the implementation of an intervention

strategy to reduce cases of school discrimination and thus improve

coexistence in the institution and that can be used as a reference to

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other similar contexts in which realities such as the one described

are present. Recalling that the implementation of these strategies

is a team work formed by various members of the educational

community and led by the rector.

or director, with the definition of responsibilities, as well as the

organization of tasks and the establishment of times and deadlines

for carrying them out (MEN, 2008, p. 32). Cited by Sánchez (2022).

Designing educational proposals through perspective studies

allows educational entities seen as engines of social transformation

to respond to the needs of a changing world having the possibility

to diversify and choose the most relevant and appropriate format

according to the trends around the world of learning, interacting

with this information and making the processes more accessible

and usable, constantly interacting with the world and not only with

the local context provides the possibility to deepen concepts and

claims of the world around us. Guaqueta (2021).

METHODOLOGY

This research is qualitative in nature and the type of study is action

research. The qualitative approach and action research were

selected because they allow approaching the school reality in a way

that facilitates understanding the context and describing the real

processes from the participants' perspectives; also because it is

more appropriate to have access to the world of other people's lives

in a short time.

In order to define qualitative research, the contributions of different

authors are presented below:

Ruiz (2012) defines it as the "set of interpretative practices, used by

social researchers, where the use of words, descriptions and stories

Loida M. Mora, Mónica P. Navarro , Yull X. Higuera

is privileged, becoming a first level resource for approaching a

reality". Hernández, Fernández and Baptista (2014) indicate that "it

focuses on understanding phenomena, exploring them from the

perspective of the participants in a natural environment and in

relation to their context" (p. 358).

The design of a qualitative research is characterized by being

flexible, interactive, dialectical and reflexive. A qualitative scientific

work: takes care of the ways of approaching reality; is capable of

distinguishing these ways of approaching and explaining them;

obtains information and exposes it in a systematized, clear,

coherent and argued way, then we speak of a work of greater

complexity and that possesses, due to its features, scientific

character (Guerrero and Guerrero, 2014, p. 48).

It can be concluded, that qualitative research is oriented to the in-

depth study of social realities, "it is interested in accessing

experiences, interactions and documents in their natural context

and in a way that leaves room for the particularities of those

experiences, interactions and documents and of the materials in

which they are studied" (Gibbs, 2012, p. 14).

The term action research comes from the author Kurt Lewis and was

first used in 1944. It described a form of research that could

combine the experimental approach of social science with social

action programs that responded to the major social problems of the

day. Through action research, Lewis argued that theoretical

advances and social change could be achieved simultaneously.

According to Chávez and Trias (2016), the essential purpose of

action research is to analyze the information about the events that

occur around, so that the members that are part of the group can

examine the planned activities, and thus reflect on these, in order

to find solutions to the problems and establish transformations that

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contribute to the common welfare. In other words, people are the

main agent, an active and intellectual part of the knowledge

production process, searching for their reality in order to transform

it. This collaborative work requires that the community under study

participates in the decisions of the research process, being able to

review different aspects of the project as many times as necessary

as it progresses.

Therefore, action research is a methodology that, rather than

focusing on generating knowledge about a reality, opens up

questions, constitutes a reflective, systematic, controlled and

critical approach, which is developed in a cyclical manner, and has

an expressly practical purpose. In such a way that it not only allows

the expansion of knowledge, but also provides concrete answers to

the problem situations posed by the research participants, who in

turn are co-researchers who actively participate in each stage of the

research process.

The methodology oriented by Hernández, R., Fernández, C. and

Baptista, P. (2014) will be taken into account, the object of study

and research design, of non-experimental - transectional -

descriptive type, which aims to investigate the incidence of the

modalities or levels of one or more variables in a population. The

procedure consists of locating a group of people or other living

beings, objects, situations, contexts, phenomena, communities,

etc., in one or several variables and providing their description" (p

155).

Non-experimental design-Transectional-Descriptive. That is to say,

it will describe how they have occurred in the context without any

type of manipulation since they are facts that already exist,

specifying their specific features and characteristics to be analyzed

later.

Loida M. Mora, Mónica P. Navarro , Yull X. Higuera

According to information from the National Information System of

Basic and High School Education (SINEB), there are 1280 students

at the Cisneros Educational Institution, distributed in 3 urban sites

at the elementary and middle school levels, with a teaching staff of

67 educators at the levels described above. Each student has a

registered guardian who may be his or her father, mother or a

relative of legal age, who in some way influences and supports his

or her academic development; in some particular cases, older

students may be their own guardians.

It should be noted that most of these students and their families

depend heavily on the agricultural sector, being directly or

indirectly related to agricultural production and on the informal

economy, with low income and unsatisfied basic needs, in addition

to those social determinants (educational, social, economic and

cultural) that influence the context in which they live and their

lifestyles.

Taken from Hernández, Fernández and Baptista (2014) who point

out that the sample can be constituted as a group of people,

events, occurrences or communities from which data will be

collected, without them necessarily representing the universe or

population to be studied. Since the purpose of the research is not

generalization, the type of sampling is non-probabilistic by

convenience, "In non-probabilistic samples, the choice of the

elements does not depend on probability, but on causes related to

the characteristics of the research or the researcher's purposes

(Johnson, 2014, Hernández-Sampieri et al., 2014 and Battaglia,

2008b) and by convenience, it allows selecting those accessible

cases that accept to be included. This, based on the convenient

accessibility and proximity of the subjects for the researcher

(Tamara and Manterola, 2017).

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In the case of the students, a sample of 15 male and female

students has been randomly selected, consisting of 5 elementary

school students, 5 high school students and 5 middle school

students, ranging from 10 to 18 years old, considering that within

this age range they can handle the virtual instruments that will be

used for the collection of information. Regarding teachers, it is

important to consider their role within the processes of construction

of imaginaries within the school, since they are referents of authority

and knowledge in most of the cases, their presence as participants

in this research process is more than justifiable; therefore, out of the

total of 67 teachers, a sample of 5 teachers between elementary

and middle school has been chosen.

Finally, as already explained, the role of parents, guardians and

caregivers is based on their role as influencers in the students'

thinking structures from home, the sample size in this case remains

the same as the number of students considering the application of

the data collection instruments to one guardian per student.

Type of interview: In-depth interview, this technique will serve

within the process, since it will induce a qualitative analysis, not

segmented or structured, on the contrary, flexible. "It consists of an

informal conversation between the researcher and the informant.

Even though there should be a guide of questions or topics to be

discussed, the dialogue is not restricted and often the course of the

interview depends on the informant's answers. In order to carry out

an investigation with this type of technique, it is necessary to make

a careful selection of the people to be interviewed, focusing on key

informants who may be formal or informal representatives of social

groups and whose opinions reflect to a certain extent the thinking

of the group to which they belong. This type of interview is

generally carried out with a small sample, since the time required

to carry it out makes a survey of the population in general

Loida M. Mora, Mónica P. Navarro , Yull X. Higuera

impossible, in addition to the fact that due to the amount of

information and the limited capacity to codify it, its systematization

in large volumes is almost impossible". (De la Peña, Ricardo and

Toledo Guardia, Rosario, 1997, p 100 - 101).

The interview is included, like the survey, within the group of

techniques known as conversational. The qualitative interview can

be defined as a conversation:

• -Interviewer-initiated

• -Performed on subjects selected on the basis of a research

plan.

• -In a considerable number

• -that it has a cognitive purpose

• -Guided by the interviewer

With a flexible and non-standardized questioning scheme

(Corbetta, 2007, p 344).

In the questionnaire made by the researcher, the questions asked

were semi-structured, open-ended, informative, flexible, without

restrictive dialogue, spontaneous according to the development of

the interviewee's answers.

The variables to be taken into account are based around the

Categories:

o -School Discrimination

o -Social Inclusion

o -School Coexistence

o -Educational Inclusion

In the case of the students, a sample of 5 male and female students

randomly selected from grades 10 and 11 has been selected,

considering that among these grades and because of their age,

they can handle the virtual instruments that may be used in some

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cases for the collection of information. Regarding teachers, it is

important to consider their role within the processes of construction

of imaginaries within the school, since they are referents of authority

and knowledge in most of the cases, their presence as participants

in this research process is more than justifiable; therefore, from the

total of 67 teachers, a sample of 5 teachers working in grades 10

and 11 has been chosen.

RESULTS

Taken from Hernández, Fernández and Baptista (2010) who point

out that the sample can be constituted as a group of people,

events, occurrences or communities from which data will be

collected, without them necessarily representing the universe or

population to be studied. Since the purpose of the research is not

generalization, the type of sample is non-probabilistic by

convenience, "In non-probabilistic samples, the choice of the

elements does not depend on probability, but on causes related to

the characteristics of the research or the researcher's purposes

(Johnson, 2014, Hernández-Sampieri et al., 2013 and Battaglia,

2008b) and by convenience, it allows selecting those accessible

cases that accept to be included. This, based on the convenient

accessibility and proximity of the subjects for the researcher

(Tamara Otzen & Carlos Manterola 2017).

Semi-structured interview:

The interview is included, like the survey, within the group of

techniques known as conversational. The qualitative interview can

be defined as a conversation:

• -Interviewer-initiated

• -Performed on subjects selected on the basis of a research

plan.

Loida M. Mora, Mónica P. Navarro , Yull X. Higuera

• -In a considerable number

• -That it has a cognitive purpose

• -Guided by the interviewer

With a flexible and non-standardized questioning scheme

(Corbetta, 2007, p 344).

"The research interview is therefore a conversation between two

people, an interviewer and an informant, directed and recorded by

the interviewer with the purpose of favoring the production of a

conversational discourse, continuous and with a certain line of

argument - not fragmented, segmented, pre-coded and closed by

a previous questionnaire - of the interviewee on a topic defined

within the framework of an investigation.

The interview is thus a conversational narrative, created jointly by

the interviewer and the interviewee, which contains an interrelated

set of structures that define it as an object of study (Grele, 1990:

112)" (Delgado and Gutiérrez, 1999, p 228). According to Corbetta

(2007), interviews can be classified according to their degree of

standardization, that is, the degree of freedom or restriction

granted to the two actors, the interviewer and the interviewee.

Delgado and Gutiérrez (1999) consider four fields in which the in-

depth interview can be used: 1. Reconstruction of past actions

(biographical approaches). 2. Study of personalized social

representations (norms, stereotypes). 3. Study of interaction

between personal psychological constitutions and specific social

behaviors (aggressiveness, violence, deviant behaviors). 4.

Prospecting of semantic fields, vocabulary and archetypical

discourses of groups and collectives.

We focus the analysis of the results obtained after applying the

selected instrument (interview). The data have been transcribed

because, as Gibbs says, "it is a simple form of recording that is

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possible to handle using administrative techniques" (2013). As a

method of analysis, a synthesis of the answers offered by the

interviewees has been made in search of emerging categories that

were then crossed with the literature investigated in the analysis

phase of the research, resulting in some cases in the search for new

literature, which broadens our theoretical framework and enriches

the research. Finally, we define the categories from the

interviewees' point of view in order to have an approach to the

reality of the study.

To analyze the results obtained from the interviewed population,

we start from the emerging categories detected in the previous

exercise of synthesis, a documentary review is made from the

literature of each of these emerging categories to finally perform a

cross analysis and identify the findings of the research. This

deductive procedure allows us to go from macro categories and

general concepts to define more specific features that contribute to

the research process. The findings for each macro category

analyzed are shown below. A particular situation is explained by

deduction from a general assertion about the circumstances. Gibbs

(2013).

In this phase of the research it is found that several emerging

categories are repeated in different macro categories, this can be

interpreted as coherence, since the feeling of the population is

directed in the same direction, the advantage of qualitative

research is that when two strategies yield very similar results, this

corroborates the findings; but when, on the contrary, these results

are not, triangulation offers an opportunity to develop a broader

perspective regarding the interpretation of the phenomenon in

question, because it points out its complexity and this, in turn,

enriches the study and provides the opportunity for new

approaches to be made. Urbano (2016).

Loida M. Mora, Mónica P. Navarro , Yull X. Higuera

The findings of the analysis will allow the design of recreational

strategies to mitigate the cases of discrimination that occur in the

educational institution, which in turn will facilitate the design of a

didactic resource to improve the problem of school discrimination

and its impact on school coexistence.

Categories of analysis for primer design

After analyzing the results, it is possible to detect some vital

categories to be included in the design of the educational resource

(primer) that will have an impact on the community and achieve a

process of social transformation.

Discrimination in the institution

Understanding the concept of discrimination, we seek to answer the

following questions: What is discrimination? How can we detect

cases of discrimination in the classroom? What attitude can we

adopt in the face of these situations? What route can we activate to

correctly deal with them?

The effects of discrimination

Seeks to raise awareness about the consequences of discrimination

in the school environment, such as depression, isolation,

introversion, anxiety that can lead to psychological problems or in

more extreme cases to personal abuse and suicidal behavior.

Discrimination not only affects the victim, but also generates a

social change in all members of the community that encourages the

continuity of the discriminatory phenomenon through

normalization.

Those responsible for promoting inclusion

This category seeks to specify the role of each of the members of

society in the task of reducing discrimination and improving

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coexistence, since the responsibility of generating inclusion falls on

everyone, victims, perpetrators and spectators, we all have a role to

play in the search for an inclusive society that accepts and promotes

diversity as a social wealth.

Strategies to reduce discrimination

The objective of this category is to present a series of activities

proposed by the members of the community themselves that will

lead to achieving the general objective of the research, to reduce

discrimination and improve coexistence; these spaces for

participation should be adequately described to facilitate their

execution.

CONCLUSIONS

Qualitative research in the participatory action research model

allows us to observe the phenomenon under investigation from the

point of view of the protagonists, and although objectivity is

sacrificed for the human component, we gain impact and

transformation in society by understanding the problem from the

inside.

School discrimination not only affects the victims, but also causes

deterioration in the community in general to the extent that

exclusion and rejection of differences are normalized, diversity is

made invisible and empathy is lost.

The relevance of research such as this is clear, as expressed by

Sandoval and Vásquez (2021). "most students have difficulties in

the development of social skills. Therefore, it is important to

implement programs in educational institutions that facilitate the

formation of social skills and the solution of coexistence problems

to improve the quality of life of the members of the educational

Loida M. Mora, Mónica P. Navarro , Yull X. Higuera

community". The responsibility to stop the discriminatory

phenomenon is not exclusive to those who reject or exclude, but it

is a commitment of all parties involved in the conflict, society in

general as a guarantor of the dialogue process and a visibilizing

agent, and the victims to avoid falling into a circle of discrimination.

The analysis of the results produces the emergence of new

categories to be studied, framed within the macro categories

initially proposed in a process that, although it seems to go from

the general to the particular, actually adds more content as it is

carried out, which is in line with the inductive profile of qualitative

research.

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