<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0188-4611</journal-id>
<journal-title><![CDATA[Investigaciones geográficas]]></journal-title>
<abbrev-journal-title><![CDATA[Invest. Geog]]></abbrev-journal-title>
<issn>0188-4611</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional Autónoma de México, Instituto de Geografía]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0188-46112017000100004</article-id>
<article-id pub-id-type="doi">10.14350/rig.54766</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Discussing school socioeconomic segregation in territorial terms: the differentiated influence of urban fragmentation and daily mobility]]></article-title>
<article-title xml:lang="es"><![CDATA[Discutir la segregación socioeconómica escolar en términos territoriales. La influencia diferenciada de la fragmentación urbana y la movilidad cotidiana]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Córdoba Calquin]]></surname>
<given-names><![CDATA[Claudia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Farris]]></surname>
<given-names><![CDATA[Massimiliano]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rojas Patuelli]]></surname>
<given-names><![CDATA[Karina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Santiago Facultad de Humanidades Departamento de Educación]]></institution>
<addr-line><![CDATA[ Santiago]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Diego Portales Facultad de Ciencias Sociales e Historia Escuela de Historia]]></institution>
<addr-line><![CDATA[ Santiago]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Complutense de Madrid Facultad de Ciencias Matemáticas Departamento de Estadística e Investigación Operativa]]></institution>
<addr-line><![CDATA[ Madrid]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2017</year>
</pub-date>
<numero>92</numero>
<fpage>0</fpage>
<lpage>0</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S0188-46112017000100004&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S0188-46112017000100004&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S0188-46112017000100004&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: Chile is one of the OECD countries with higher levels of socioeconomic segregation in its educational system. This may be explained by the incidence of institutional factors (fees and school selection processes), sociocultural factors (families&#8217; appraisals and behaviors towards school choice) and contextual factors, among which residential segregation would stand as the most relevant. This article analyzes the relation between school location, students&#8217; socioeconomic status and student&#8217;s place of origin (mobility). The data used was gathered from 1613 surveys responded by primary students&#8217; families. The results evidence that residential segregation only partially influences educational socioeconomic segregation, since the capacity of mobility is a key factor to &#8220;break&#8221; the association between both phenomena. Therefore, residential segregation would affect to a greater extent low socioeconomic status students who attend schools near their homes and travel distances shorter than children from higher socioeconomic status, who tend to cover longer distances between home and school. Nevertheless, the comparative analysis of the cases complicates drawing conclusions, because students of equal socioeconomic status travel very different distances. The characteristics of the territories where schools are located shed some light on the cause of these differences. From these results, we propose re-discussing the use of the residential segregation concept for explaining phenomena like school segregation, due to the complex interrelations between both territorial fragmentation and urban mobility.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Chile es uno de los países OCDE que exhibe mayor grado de segregación socioeconómica en su sistema escolar. Esto se explicaría por la incidencia de tres factores: institucionales (como los cobros y procesos de selección de estudiantes por parte de las escuelas), socioculturales (valoraciones y comportamientos de las familias frente a la elección de escuela) y de contexto, entre los que la segregación residencial aparece como el más relevante. Este trabajo analiza la relación entre localización de las escuelas, composición socioeconómica del alumnado y procedencia (movilidad) del mismo. La información utilizada proviene de 1 631 encuestas a familias de alumnos de enseñanza primaria. Los resultados evidencian que la segregación residencial influye sólo parcialmente sobre la segregación socioeconómica escolar porque la capacidad de movilización es un factor determinante para &#8220;romper&#8221; la asociación entre ambos fenómenos. La segregación residencial afectaría en mayor medida a estudiantes de nivel socioeconómico bajo que asisten a escuelas en las inmediaciones de sus hogares, recorriendo distancias menores que niños de niveles socioeconómicos superiores quienes tienden a movilizarse más entre casa y escuela. Sin embargo, el análisis comparativo de los casos complejiza esa conclusión, porque estudiantes del mismo nivel socioeconómico pueden recorrer diferentes distancias. Las características de los territorios donde se localizan las escuelas parecen tener relación con tales diferencias. A partir de los resultados del estudio se plantea rediscutir el uso del concepto de segregación residencial para explicar fenómenos como la segregación escolar dada la complejidad de las interrelaciones entre procesos de fragmentación territorial y movilidad cotidiana.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[school segregation]]></kwd>
<kwd lng="en"><![CDATA[residential segregation]]></kwd>
<kwd lng="en"><![CDATA[daily mobility]]></kwd>
<kwd lng="es"><![CDATA[segregación escolar]]></kwd>
<kwd lng="es"><![CDATA[segregación residencial]]></kwd>
<kwd lng="es"><![CDATA[movilidad cotidiana]]></kwd>
</kwd-group>
</article-meta>
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