Analysis of the Impact of Inclusive Public Policies on Access and Retention of Vulnerable Groups in Latin American Universities

Abstract

Introduction: Educational inclusion in Latin American universities poses a major challenge due to historical inequalities affecting vulnerable students, including those from low-income backgrounds, Indigenous peoples, Afro-descendants, and individuals with disabilities. Objective: To analyze the impact of inclusive public policies on the access and persistence of these students during the period 2015–2025. Method: A mixed-methods approach was adopted, combining quantitative analysis of administrative records (enrollment, dropout, and graduation data) and structured surveys with qualitative techniques such as semi-structured interviews. This design allowed for evidence triangulation to strengthen the validity of the findings. Results: Enrollment of vulnerable students increased significantly due to scholarships and special quotas; however, their dropout rates were higher and on-time graduation rates lower compared to non-vulnerable students. Limited access to tutoring, low levels of academic support, and experiences of discrimination were identified as factors negatively influencing persistence and sense of belonging. Conclusions: While inclusive policies expanded access, their effectiveness in improving persistence and academic success depends on comprehensive implementation, institutional governance, and program continuity, underscoring the need for more robust and sustainable approaches.