<?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>1607-4041</journal-id>
<journal-title><![CDATA[Revista electrónica de investigación educativa]]></journal-title>
<abbrev-journal-title><![CDATA[REDIE]]></abbrev-journal-title>
<issn>1607-4041</issn>
<publisher>
<publisher-name><![CDATA[Universidad Autónoma de Baja California, Instituto de Investigación y Desarrollo Educativo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1607-40412024000100104</article-id>
<article-id pub-id-type="doi">10.24320/redie.2024.26.e04.4995</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Efecto par: minoría étnica y rendimiento en el último año de colegio en Ecuador]]></article-title>
<article-title xml:lang="en"><![CDATA[Peer Effects: Ethnic Minorities and Performance in the Last Year of High School in Ecuador]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Meneses]]></surname>
<given-names><![CDATA[Karla]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vergara Sobarzo]]></surname>
<given-names><![CDATA[Lucía Andrea]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Chamorro Enríquez]]></surname>
<given-names><![CDATA[Paola Denisse]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Las Américas  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Ecuador</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>26</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1607-40412024000100104&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1607-40412024000100104&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1607-40412024000100104&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Ecuador presenta diferencias educativas y socioeconómicas entre el grupo mayoritario de la población (mestizos) y las minorías étnicas (afroecuatorianos, indígenas y montubios). El objetivo de esta investigación es determinar la relación entre el efecto par de la composición escolar y el rendimiento académico de los estudiantes de tercer grado de bachillerato autoidentificados como minoría étnica. Como base teórica se empleó la función de producción educativa y como método de estimación se aplicó un modelo jerárquico lineal. Los resultados muestran que el efecto neto de un aumento de las minorías étnicas en la composición escolar empeora el rendimiento académico tanto de este grupo como del mayoritario, experimentando un deterioro más fuerte este último grupo, pues las notas de todos los estudiantes convergen, pero hacia la baja. Estos resultados llevan a repensar el sistema educativo ecuatoriano desde un enfoque inclusivo y a revisar la implementación de la Ley Orgánica de Educación Intercultural.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract In Ecuador, educational and socioeconomic differences prevail between the majority population group (mestizos) and ethnic minorities (Afro-Ecuadorian, Indigenous, and Montubio peoples). The objective of this research is to determine the relationship between the peer effects of school composition and the academic performance of third-year high school students self-identifying as ethnic minorities. The research was based on education production function theory and a hierarchical linear model was employed for estimation. The results show that the net effect of an increase in ethnic minorities in school composition worsens academic performance in both the ethnic minority group and the majority group. A sharper decline was observed in the majority group, with all students&#8217; grades converging downwards. These findings suggest a need to rethink the Ecuadorian education system from an inclusive perspective, and review the application of the Organic Law on Intercultural Education (LOEI).]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[grupo étnico]]></kwd>
<kwd lng="es"><![CDATA[rendimiento escolar]]></kwd>
<kwd lng="es"><![CDATA[relación entre pares]]></kwd>
<kwd lng="es"><![CDATA[educación intercultural]]></kwd>
<kwd lng="es"><![CDATA[diversidad cultural]]></kwd>
<kwd lng="en"><![CDATA[ethnic groups]]></kwd>
<kwd lng="en"><![CDATA[academic achievement]]></kwd>
<kwd lng="en"><![CDATA[peer relationship]]></kwd>
<kwd lng="en"><![CDATA[intercultural education]]></kwd>
<kwd lng="en"><![CDATA[cultural diversity]]></kwd>
</kwd-group>
</article-meta>
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