Academic Experiences and Sociodemographic Characteristics of Students in a Social Inclusion Program for Higher Education Access: The First Year of University Life

Tapia-Chávez A.M.; Egúsquiza-Loayza R. · International Journal of Diversity in Education (2026) · DOI: 10.18848/2327-0020/cgp/v26i01/305-333

Resumen

The global expansion of higher education and the progressive incorporation of students traditionally excluded for economic, cultural, and other reasons, need to be examined from the perspective of the right to higher education. In order to do this, data on the obstacles to students with vulnerable conditions, as well as their coping strategies and available resources, must be produced. This study intends to identify which dimensions of first-year university life are deemed satisfactory by scholarship students in a social inclusion program and analyze which sociodemographic variables are associated with these academic experiences. A quantitative methodology was used to achieve this. Both a sociodemographic questionnaire and a version of the Academic Experiences Questionnaire (QVA-r) were applied. A validity and reliability analysis of QVA-r and a descriptive-correlational statistical analysis were conducted. Statistically significant differences were found between one or more dimensions of academic experiences and some of the sociodemographic variables, a result that needs further research. The QVA-r showed acceptable reliability rates. Given that the initial model under evaluation needed certain modifications for validity, it is recommended that further studies be done on the psychometric qualities in larger cohorts of university students in Peru.

Instituciones: Universidad Antonio Ruiz de Montoya