Abstract
Indigeneity is a complex social construct that can be defined in multiple ways using diverse markerstraditionally based on the characteristics of individuals. Survey-based studies have used language,self-identification or location information to operationalise Indigeneity. Yet, as suggested by Walterand Andersen (2013), Gillborn et al. (2018) and others, few scholars reflect on how the Indigeneityvariable is specified and whether this operationalisation may impact results. This article examinesthis issue empirically using the case of Indigeneity in Peru. First, survey-based empirical studies areidentified to explore the ways in which Indigeneity has been operationalised. Then, using the YoungLives study, we present diverse operationalisations of Indigeneity and outline how these may lead to different educational outcomes for children. We show that quantitative researchers using surveybased data should engage more deeply with different operationalisations of Indigeneity as these can lead to different educational outcomes for children categorised as Indigenous.
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