Rural indigenous students’ pathways to and through Peruvian institutos: an ecological systems analysis

Institutos offer the greatest access to higher education for Peru’s Indigenous students, many of whom are first-generation and come from remote rural communities. However, little is known about their experiences in these institutions. This paper explores the experiences of first-generation Indigenous students from rural communities who migrated to Cusco to attend an instituto. Using a ‘single-system, multi-theory’ lens, we analysed how coloniality and Indigeneity shape students’ ecological systems and their experiences and successes within them. Our findings highlight barriers and sources of strength in three key areas: institutional choice, major selection, and cultural adjustment. We recommend that institutos adopt practices to support rural first-generation Indigenous students, such as improved major and career advising, culturally affirming student organisations, family engagement programs, access to housing and food resources, and Indigenized curricula and pedagogy. Additionally, national policy should include more rigorous quality assurance and better alignment between students’ aspirations and postsecondary offerings.