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The initiative to investigate the themes of migration, art and culture in this research arose from our experiences after Hurricane Maria. We begin with the view that culture, in the form of art etc., is threaded through the entire post-hurricane experience, from response and resilience to recovery and resistance. We wish to consider how our research contributes to an understanding of how the migration of Puerto Ricans after the catastrophe might accelerate the process of cultural change. We do this by exploring how art and culture are used as a mechanism of resistance. Our desire to conduct research on this topic developed as a result of our firsthand experiences and reflections. First, the theme of migration, linked to cultural change, arose from our experience of seeing our close relatives such as our siblings, uncles, cousins, leave our island and see how they had to adapt to a new culture and redefine their cultural practices. Second, the theme of art, in all its facets (music, painting, drawing…), arose from our motivation after Hurricane Maria, from our way of coping with the situation and letting our feelings come out through art, thus demonstrating a resistance to not falling into a decline in both physical and mental health and a persistence for wanting to overcome the disaster despite the situation. Puerto Rican culture is one of the most important components of our society, as it defines our identity as Puerto Ricans for many reasons such as our music, food and dancing. This allows us to share as a community. Also, we recognise that in Puerto Rico, awareness and acknowledgement of culture has faded to some extent; only on "Puerto Rican Day" is when our culture and traditions are noticed. This is confirmed by the responses of the respondents in our research study. This is why we decided to investigate how important culture is for Puerto Rican migrants and family and friends who remained and what it means to them.

We examine how inter-class relationships shape attitudes towards inequality. Our theoretical frame defines attitudes towards inequality as ethical dispositions and hypothesises that class-based network diversity may favour the development of what has been termed a 'reflexive habitus' that likely pushes for more egalitarian dispositions. The focus of our enquiry is on Chile – one of the most unequal countries in the world. We use large-scale representative survey data collected in 2016 (N = 2927). Results of our regression analyses indicate that class diversity in social networks strongly increases awareness of inequality and more egalitarian preferences while reducing belief in meritocracy and the perception that the current distribution is fair. Additional analyses suggest that network diversity influences views on inequality to a similar degree among individuals from different social classes, except for meritocratic beliefs, where network diversity especially affects the upper class. We conclude by discussing the importance of reducing socio-economic segregation. [ABSTRACT FROM AUTHOR]

This article examines the impact of educational expectations, perceived self-efficacy, and the information transmitted by the school on parental involvement at home and at school. A survey was administered to a representative sample of 672 parents and guardians of students attending primary schools located in Santiago, Chile. The analyses conducted, based on OLS regression models with municipality-level fixed effects, reveal that parents' educational expectations and perceived self-efficacy behave as relevant predictors of their degree of involvement at home and at school respectively, even attenuating the importance of socioeconomic status (SES). However, results stress the importance of the information provided by the school, especially due to its impact on parents' involvement at home and on their participation in curricular school activities. Last, the article discusses the implications of these findings for initiatives aimed at increasing educational equality.

Is parental involvement a relevant factor in explaining academic performance in the most disadvantaged socioeconomic contexts? This article examines the effect of parental involvement on the Language and Mathematics performance of third grade students attending low-SES schools in Santiago de Chile. Multilevel linear regression models are used (individuals and school) along with variables related to academic performance. Results show that parents' educational expectations and perceived self-efficacy have a positive and significant effect on academic performance in Language and Mathematics. Parental involvement practices at home only affect performance in Language, although this finding is not conclusive. Estimates revealed that involvement practices at school are not statistically significant. The implications of these results are discussed considering their context: a country with the highest levels of family income inequality and one of the most segregated school choice models in the world.

This paper explores country-level macro-structural conditions that are associated with social capital, measured as individuals' access to social resources. To explain differences in social capital across societies, we formulate hypotheses based on welfare state generosity, cultural orientations (collectivism vs. individualism), and income inequality. We test our hypotheses using data from the International Social Survey Programme (ISSP) 2017, which comprises a total sample size of 50,010 individuals living in 33 countries. We use the position generator survey instrument to build two composite measures of social capital: the diversity and the socio-economic status of social contacts. Multilevel regression models reveal that diversity of social contacts is generally greater among individuals in countries with generous welfare states, while access to contacts of a higher socio-economic status is generally better among individuals in countries with higher levels of individualism. A country's income inequality is not associated with the social capital of its citizens. However, the association between a person's socioeconomic status and the diversity of their social capital is moderated by income inequality. As such, our study serves to demonstrate that macro-social conditions at the country level do influence individual social capital and have different implications depending on the dimension considered. [ABSTRACT FROM AUTHOR]

This study examines how perceived residential reputations – that is, how people think non-residents assess the reputation of their neighbourhood – affect neighbourhood attachment, including residents' sense of belonging, local civic membership, social relationships and compliance with social rules and norms in the neighbourhood. We focus on Santiago, the capital city of Chile: a highly segregated context. We use data from the Chilean Longitudinal Social Survey (ELSOC, 2016–2019) and information on neighbourhood characteristics. Results show that perceived residential reputations affect neighbourhood attachment, even after adjusting for time-invariant individual heterogeneity and lagged dependent variables. Specifically, perceived stigma reduces residents' neighbourhood identification, physical rootedness, trust and sociability with neighbours, while positive perceived reputations improve these components of neighbourhood attachment, although to a lesser extent. However, perceived residential reputations do not affect the formation of strong ties between neighbours or local participation, suggesting that residential reputations mainly influence affective components of neighbourhood attachment. We conclude that perceived residential reputations reinforce the influence of individual characteristics and objective neighbourhood conditions in producing diverging patterns of neighbourhood attachment, with broader implications for social inequality in the city. [ABSTRACT FROM AUTHOR]

The present study intends to measure the effect of the parental involvement style perceived by fourth-grade students on their Language and Mathematics performance. It uses data taken from a sample of 55,401 students evaluated by the National Education Quality Measurement System [Sistema Nacional de Medición de la Calidad de la Educación, SIMCE]. The results show that the nourishing parental involvement style, and not only household income and the parents' years of schooling, are associated with and significantly predict higher scores on the Language and Mathematics tests. This finding is relevant inasmuch as it provides operational information regarding parental involvement styles, which opens up more possibilities for psychoeducational intervention by the school.

We examine how different spatial compositions affect the educational achievement in mathematics of 16-year-old students in Chile, a Latin American country with high inequality and one of the most segregated education systems in the world. Conceptually, we complement the literature on 'neighbourhood effects', which typically addresses the influence of concentrated disadvantage, by focusing on concentrated advantage and its influence on educational outcomes. We construct a panel with all school students who took a national standardized mathematics test in 2010, 2014 and 2016 in the Metropolitan Region of Santiago, Chile. We complement it with survey data for the 52 districts of the Metropolitan Region, clustering the districts based on factors such as unemployment, economic inequality, access to services, experiences of violence and stigmatization. Our different identification strategies consistently show that concentrated poverty and affluence are both relevant for explaining educational achievement in mathematics above and beyond individual and school characteristics. [ABSTRACT FROM AUTHOR]