Abstract
This article aims to identify the social factors influencing the exercise of the right to schooling of Haitian migrant children in Chile. It seeks to analyze how variables such as socio-economic level, gender, age, phenotype, nationality or language are related to these children’s schooling trajectories. The methodology employed partakes a qualitative approach through the use of semi-structured interviews applied to 6-17-year-old migrants from Haiti who have lived in Chile for one year at least. The results show that there are barriers concerning language, racism, socioeconomic level and gender violence.
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