13
Conditions of access to the Unicervantes
Social Work program for students
belonging to ethnic groups, 2019-2023
Paola Marcela Jurado Erazo1
Daniela María Rodríguez Torres2
To reference this article / Cómo citar este artículo / Para citar
este artigo: Jurado-Erazo, P. M., & Rodríguez-Torres, D. M. (2025).
Conditions of access to the Unicervantes Social Work program for
students belonging to ethnic groups, 2019-2023. Revista UNIMAR,
43(1), 13-26. https://doi.org/10.31948/ru.v43i2.4646
Reception date: January 21, 2025
Review date: March 6, 2025
Approval date: May 22, 2025
Abstract
This article presents relevant information on access to the Social Work program
at Fundación Universitaria Cervantes San Agustín in Mocoa, Putumayo, for
students belonging to different ethnic groups from 2019 to 2023. The general
aim was to understand these conditions. To this end, three specific objectives
were established: identifying population characteristics, recognizing the main
challenges of accessing higher education, and categorizing the reasons these
students chose the social work program. The research employed a quantitative,
non-experimental, cross-sectional approach. Information was collected via a
digital survey administered to a stratified sample of 29 students. The survey
considered variables such as sociodemographic data, economic and cultural
barriers, and educational motivations. The results showed that most students
from ethnic groups at the university are women aged 22 to 32 who live in Mocoa.
Additionally, financial support programs were identified, though few students
benefit from them. Economic and social barriers are related to high tuition
costs, cultural clashes, stereotypes, and stigmatization. Conversely, students’
motivations stem from a vocation of service and the influence of their family
and community. Based on these results, improving access to financial aid for
1 PhD Candidate in Pedagogy. Research Professor, Fundación Universitaria Cervantes San Agustín, Mocoa, Putumayo, Colombia.
E-mail: paolamarjurado@gmail.com
2 Project Management Specialist. Research Professor, Fundación Universitaria Cervantes San Agustín, Mocoa, Putumayo, Colombia.
E-mail: torres.mariadr@gmail.com
Article result of the research entitled: Condiciones de acceso al programa de Trabajo Social de la Fundación Universitaria - Cervantes
San Agustín de los estudiantes pertenecientes a los grupos étnicos del Putumayo entre 2019 y el primer periodo académico de 2023,
developed from February 20th 2023 to March 31st 2024, in Putumayo, Colombia.
Revista Unimar Revista Unimar Julio-diciembre 2025Julio-diciembre 2025
e-ISSN: 2216-0116e-ISSN: 2216-0116 ISSN: 0120-4327ISSN: 0120-4327 DOI: https://doi.org/10.31948/rev.unimarDOI: https://doi.org/10.31948/rev.unimar
Rev. UnimarRev. Unimar Vol. 43 No. 2 pp. 13-26Vol. 43 No. 2 pp. 13-26
14
students and developing strategies that address the social and cultural barriers
faced by ethnic groups are essential.
Keywords: higher education; ethnic groups; social work; motivation;
motivation
Condiciones de acceso al programa de Trabajo
Social de Unicervantes para estudiantes
pertenecientes a grupos étnicos, 2019-2023
Resumen
En este artículo se presenta información relevante sobre las condiciones de
acceso al programa de Trabajo Social de la Fundación Universitaria Cervantes
San Agustín, sede Mocoa, Putumayo, para estudiantes pertenecientes a
diferentes grupos étnicos, en el periodo comprendido entre 2019 y 2023.
Por lo tanto, el objetivo general se centró en conocer dichas condiciones;
para ello, se establecieron tres objetivos específicos orientados a identificar
características poblacionales, reconocer los principales desafíos de acceso a la
educación superior y categorizar los motivos que llevaron a estos estudiantes
a elegir el programa de Trabajo Social. La investigación adoptó un enfoque
cuantitativo con un diseño no experimental y de tipo transversal. La información
se recolectó mediante una encuesta digital aplicada a una muestra estratificada
de 29 estudiantes, considerando variables como datos sociodemográficos,
barreras económicas y culturales, y motivaciones educativas. Los resultados
señalaron que los estudiantes pertenecientes a grupos étnicos de la Universidad
son, en su mayoría, mujeres entre los 22 y 32 años que residen en Mocoa.
Asimismo, se identificó la existencia de programas de apoyo financiero, aunque
pocos estudiantes se benefician de ellos. Las barreras económicas y sociales
se relacionan con los altos costos de la matrícula, los choques culturales,
los estereotipos y la estigmatización. Por otro lado, las motivaciones de los
estudiantes se centran en la vocación de servicio y en la influencia del entorno
familiar y comunitario. A partir de estos resultados, es fundamental mejorar el
acceso a ayudas financieras para los estudiantes y desarrollar estrategias que
aborden las barreras sociales y culturales que enfrentan quienes pertenecen a
grupos étnicos.
Palabras clave: educación superior; grupos étnicos; trabajo social; motivación
Revista Unimar Revista Unimar Julio-diciembre 2025Julio-diciembre 2025
e-ISSN: 2216-0116e-ISSN: 2216-0116 ISSN: 0120-4327ISSN: 0120-4327 DOI: https://doi.org/10.31948/rev.unimarDOI: https://doi.org/10.31948/rev.unimar
Rev. UnimarRev. Unimar Vol. 43 No. 2 pp. 13-26Vol. 43 No. 2 pp. 13-26
Conditions of access to the Unicervantes Social Work program for students
belonging to ethnic groups, 2019-2023
Paola Marcela Jurado Erazo
Daniela María Rodríguez Torres
15
Revista Unimar Revista Unimar Julio-diciembre 2025Julio-diciembre 2025
e-ISSN: 2216-0116e-ISSN: 2216-0116 ISSN: 0120-4327ISSN: 0120-4327 DOI: https://doi.org/10.31948/rev.unimarDOI: https://doi.org/10.31948/rev.unimar
Rev. UnimarRev. Unimar Vol. 43 No. 2 pp. 13-26Vol. 43 No. 2 pp. 13-26
Condições de acesso ao programa de Serviço Social
da Unicervantes para estudantes pertencentes a
grupos étnicos, 2019-2023
Resumo
Este artigo apresenta informações relevantes sobre o acesso ao programa de
Serviço Social da Fundación Universitaria Cervantes San Agustín em Mocoa,
Putumayo, para alunos pertencentes a diferentes grupos étnicos de 2019
a 2023. Portanto, o objetivo geral era conhecer essas condições. Para isso,
foram estabelecidos três objetivos específicos: identificar as características da
população, reconhecer os principais desafios de acesso ao ensino superior e
categorizar os motivos pelos quais esses alunos escolheram o programa de serviço
social. A pesquisa empregou uma abordagem quantitativa, não experimental e
de corte transversal. As informações foram coletadas por meio de uma pesquisa
digital administrada a uma amostra estratificada de 29 alunos. A pesquisa
considerou variáveis como dados sociodemográficos, barreiras econômicas e
culturais e motivações educacionais. Os resultados indicaram que a maioria dos
alunos pertencentes a grupos étnicos da universidade são mulheres entre 22
e 32 anos que moram em Mocoa. Além disso, foram identificados programas
de apoio financeiro, embora poucos alunos se beneficiem deles. As barreiras
econômicas e sociais estão relacionadas aos altos custos das mensalidades,
choques culturais, estereótipos e estigmatização. Por outro lado, as motivações
dos alunos decorrem de uma vocação de serviço e da influência de sua família e
comunidade. Com base nesses resultados, é essencial melhorar o acesso à ajuda
financeira para os alunos e desenvolver estratégias que abordem as barreiras
sociais e culturais enfrentadas pelos grupos étnicos.
Palavras-chave: ensino superior; grupos étnicos; trabalho social; motivação
Introduction
This document emphasizes the importance of
understanding the barriers and opportunities
that students from ethnic populations face
when accessing higher education, particularly in
regions that have lagged for decades, such as
Putumayo. Thus, the following research question
is posed: What are the access conditions for the
Social Work program at Fundación Universitaria
Cervantes San Agustín (Unicervantes) for
students from ethnic minority groups in
Putumayo between 2019 and the first academic
period of 2023?
The answer emerged under the following general
objective: To understand the access conditions
for the Social Work program at the Unicervantes
campus in Mocoa for students belonging
to different ethnic groups in the Putumayo
department. The specific objectives were, first,
to identify the demographic characteristics of
the students; second, to understand the main
challenges they faced in accessing education
when they began their academic studies; and
third, to categorize the reasons that led them to
pursue a career in social work.
Therefore, a thorough review was conducted
of various research studies exploring ethnic
groups’ access to higher education and the role
of social work in intercultural settings. On an
international level, the study by Sanhueza et
al. (2014) is particularly notable. The authors,
as educators, emphasized the importance of
recognizing and applying knowledge from the
Mapuche perspective to create culturally relevant
intervention strategies and enhance the identity
Conditions of access to the Unicervantes Social Work program for students
belonging to ethnic groups, 2019-2023
Paola Marcela Jurado Erazo
Daniela María Rodríguez Torres
16
Revista Unimar Revista Unimar Julio-diciembre 2025Julio-diciembre 2025
e-ISSN: 2216-0116e-ISSN: 2216-0116 ISSN: 0120-4327ISSN: 0120-4327 DOI: https://doi.org/10.31948/rev.unimarDOI: https://doi.org/10.31948/rev.unimar
Rev. UnimarRev. Unimar Vol. 43 No. 2 pp. 13-26Vol. 43 No. 2 pp. 13-26
of Mapuche students within the university
environment. They conclude that incorporating
indigenous perspectives in education must go
beyond symbolic acknowledgment, advocating
for structural changes that foster respect and
genuine visibility for these cultures in educational
settings and processes.
Given its intercultural approach, it is pertinent
to consider this background, which allows us
to understand how ethnic groups should be
recognized and valued within academia. This
serves as the basis for analyzing the conditions of
access to higher education from an interculturally
sensitive and respectful perspective.
At the national level, Cano et al. (2016) conducted
a study to characterize the intercultural
competence of university students enrolled in
virtual programs. The authors employed a mixed
approach, incorporating quantitative studies to
enable a descriptive and exploratory survey
of a selected sample of 68 students enrolled
in online courses. Additionally, they extracted
qualitative data from bibliographic records,
which significantly complemented the content
analysis. This research integrates concepts
of diversity and interculturality in higher
education. Its results encourage reflection on
respecting and recognizing the country’s history
and culture, where understanding different
scenarios contributes to multicultural inclusion
from the perspective of university students.
Cano et al. (2016) emphasize that, from the start
of higher education, it is essential to explicitly
include content that promotes an intercultural
perspective among future professionals. This
background contributes to reflections on
inclusive higher education, considering the
particularities of students belonging to the
diverse ethnic groups of Putumayo. It also
highlights the conditions that can facilitate or
limit their access to academic programs, such
as social work.
This background offers insight from an ethnic
perspective and guides the methods and
approaches based on various data collection
methods and techniques, which are applied to
social work students at the Unicervantes, to
determine sociodemographic data, risk factors,
and motivation for accessing higher education.
The participating population consists of young
people from indigenous and Afro-descendant
ethnic groups in the Putumayo department who
studied Social Work at the Mocoa campus of
Unicervantes from 2019 to 2023. A quantitative
approach was adopted due to its effectiveness in
measuring variables and generating generalizable
results, since it «uses data collection to test
hypotheses based on numerical measurement
and statistical analysis to establish patterns of
behavior and test theories» (Hernández et al.,
2014, p. 2). A descriptive, cross-sectional design
was used, involving a survey of 29 students
in the program, selected through stratified
probability sampling, «in which the population is
divided into segments and a sample is selected
for each segment» (Hernández et al., 2014,
p. 181). The strata considered were ethnic
group (Indigenous and Afro-descendants) and
academic semester (from the first semester
to the last semester taken between 2019 and
2023). This type of sampling is important
because it ensures adequate representation of
the various ethnic groups within the student
population, which optimizes the validity of the
results. The study aims to contribute to existing
theories and improve educational policies and
programs for ethnic communities in Colombia.
Methodology
Approach
We adopted a quantitative approach because
it allowed us to understand the conditions
of access to the Social Work program at
Unicervantes. This approach allowed us to
describe trends and relationships between
variables, enabling us to draw inferences about
the study population. According to Dornyei (as
cited in Rodas & Santillán, 2019), the quantitative
approach «involves data collection procedures
that mainly yield numerical information, which
is then analyzed using statistical methods» (p.
173). This allowed us to quantify the necessary
variables for analyzing the results, such as
sociodemographic data, challenges in accessing
higher education, and motivations for studying
social work.
Conditions of access to the Unicervantes Social Work program for students
belonging to ethnic groups, 2019-2023
Paola Marcela Jurado Erazo
Daniela María Rodríguez Torres
17
Revista Unimar Revista Unimar Julio-diciembre 2025Julio-diciembre 2025
e-ISSN: 2216-0116e-ISSN: 2216-0116 ISSN: 0120-4327ISSN: 0120-4327 DOI: https://doi.org/10.31948/rev.unimarDOI: https://doi.org/10.31948/rev.unimar
Rev. UnimarRev. Unimar Vol. 43 No. 2 pp. 13-26Vol. 43 No. 2 pp. 13-26
Design
The methodological design of the research
was non-experimental, descriptive, and cross-
sectional. In this type of design, as stated by Dzul
(2018), data is collected at a single point in time,
in its natural context, to describe variables and
analyze their incidence and interrelationship. In
this way, it was possible to observe the reality
of students from ethnic groups in the Putumayo
department about their experience accessing
the Social Work program at Unicervantes
without manipulating the variables.
Population and sample
The population consisted of Indigenous and
Afro-descendant students from the Putumayo
department who studied Social Work at
the Fundación Universitaria Cervantes San
Agustín Mocoa campus between 2019 and
2023, represented by a sample selected
through stratified sampling to ensure adequate
representation of the defined study strata.
Quantitative research applied to the social
field assumes a conception of reality that is
constant and adaptable over time. On the
other hand, it contributes to establishing
an objective position for the researcher,
demonstrating cause-and-effect relationships
between variables, guiding their activity
from the specific to the general around the
problem statement. (Babativa, 2017, p. 14)
The strata considered were ethnic group
(Indigenous and Afro-descendant) and
academic semester (from the first to the last
taken between 2019 and 2023). This method
ensured that all relevant perspectives were
included and that the sample was representative
of the population. The final sample consisted
of 29 students who participated in the data
collection process.
Data collection tool
A digital survey sent via Google Forms was used
to collect data, which facilitated the organization
of information for subsequent interpretation and
analysis. The questions included in the survey
were designed to collect data in three key areas
that addressed the specific objectives of the
research: sociodemographic data, access to
higher education, and motivations for studying
social work.
For the first specific objective, the
‘Sociodemographic data’ variable was
defined, and questions were formulated to
obtain information about the semester, age,
geographical location, self-recognition, and
gender of the students. For the second specific
objective, the variable ‘Access to higher education’
was used, with eight questions focusing on
economic factors, adaptation to new media,
cultural barriers, social barriers, and low quality
of secondary education. Finally, for the third
specific objective, the variable ‘Motivations’ was
adopted to investigate, through eight questions,
personal improvement, family and community
aspirations, independence, economic growth,
and support for the ethnic community.
The collected data were analyzed statistically.
Frequencies and percentages were calculated to
describe the characteristics of the sample and
visually represent the gathered information.
The research methodology was meticulously
designed to ensure the collection of accurate
and objective data that would provide insight
into the conditions of access to the Social Work
program for students belonging to ethnic groups
in Putumayo. Using a quantitative approach with
a cross-sectional, non-experimental design and
stratified sampling yielded relevant and reliable
results, which are described below.
Results
The information gathered using data collection
techniques was analyzed with the specific
objectives set. To address the first objective, the
demographic characteristics of 29 Unicervantes
students belonging to ethnic groups in the
Putumayo department were identified.
Information was gathered on their age range,
semester of study, geographical location,
gender, and self-identification as indigenous or
Afro-Colombian (see Table 1).
Conditions of access to the Unicervantes Social Work program for students
belonging to ethnic groups, 2019-2023
Paola Marcela Jurado Erazo
Daniela María Rodríguez Torres
18
Revista Unimar Revista Unimar Julio-diciembre 2025Julio-diciembre 2025
e-ISSN: 2216-0116e-ISSN: 2216-0116 ISSN: 0120-4327ISSN: 0120-4327 DOI: https://doi.org/10.31948/rev.unimarDOI: https://doi.org/10.31948/rev.unimar
Rev. UnimarRev. Unimar Vol. 43 No. 2 pp. 13-26Vol. 43 No. 2 pp. 13-26
Table 1
Population characteristics of the sample
General characteristics of the population
Variable Data Frequency Percentage
Age ranges
15-21 827,5%
22-32 16 55,2%
32-42 413,7%
53 o + 1 3,4%
Semester
I 8 27,5%
II 00%
III 620,6%
IV 26,9%
V 2 6,9%
VI 620,6%
VII 00%
VIII 517,2%
Geographical
location
Villagarzón 323,2%
Mocoa 24 37, 3%
Self-
recognition
Indigenous 22 75,9%
Afro-
descendant 724,1%
Gender Male 00%
Female 29 100%
According to the recorded data, various aspects can be identified. In terms of age, the majority of
students are between 22 and 32 years old (55.2%), followed by those between 15 and 21 years old
(27.5%). These percentages suggest that many students are at a pivotal point in their lives when
higher education can greatly impact their personal growth. Similarly, although they are a small
percentage (13.7%), the presence of students over 32 years of age shows that the social work
program attracts adults seeking to advance their education.
The largest number of students (27.5%) is enrolled in the first semester. Notably, no students are
enrolled in the second semester, raising questions about possible student retention problems that
could justify further research. Similarly, the distribution of students across the other semesters
indicates continuous progression in the social work program. However, there are also fluctuations,
especially in the seventh semester, where there are no students.
Geographically, the highest concentration of students resides in the municipality of Mocoa (37.3%),
which may justify the location of the Unicervantes campus there. However, students from Villagarzón
who attend this campus demonstrate the importance of higher education in the Putumayo region.
Conditions of access to the Unicervantes Social Work program for students
belonging to ethnic groups, 2019-2023
Paola Marcela Jurado Erazo
Daniela María Rodríguez Torres
19
Revista Unimar Revista Unimar Julio-diciembre 2025Julio-diciembre 2025
e-ISSN: 2216-0116e-ISSN: 2216-0116 ISSN: 0120-4327ISSN: 0120-4327 DOI: https://doi.org/10.31948/rev.unimarDOI: https://doi.org/10.31948/rev.unimar
Rev. UnimarRev. Unimar Vol. 43 No. 2 pp. 13-26Vol. 43 No. 2 pp. 13-26
The results of the ethnic self-identification
survey show that 75.9% of students identify
as Indigenous, while 24.1% identify as Afro-
descendant. These results reinforce the
importance of the program for indigenous
communities and highlight the need for
culturally relevant educational approaches. It
also demonstrates the need to prioritize support
for Afro-descendants.
Finally, a gender disparity is identified: One
hundred percent of the respondents identified
as female, suggesting a low enrollment rate of
males in the social work program. This raises
questions about the barriers that men from
ethnic groups in Putumayo face when trying to
access this career.
Regarding the second objective, one of the
main challenges is economic: although 65.5%
of students say they are aware of scholarship
and financial support programs, such as the
Fondo de Comunidades Negras and the Fondo
Álvaro Ulcué Chochué, only 31% benefit from
them. The majority —69% of the population—
does not receive any financial aid, highlighting
a gap between awareness of financial support
resources and access to them. Students
also identified various specific challenges,
including high tuition costs, additional expenses
throughout their studies, and difficulty accessing
scholarships. Taken together, all of these
challenges can be essential to whether students
continue or abandon their higher education
Similarly, culture shock is a significant obstacle
affecting the adaptation of ethnic students to
higher education. The educational system, social
norms, values, and language are identified as
significant barriers to this process. 34.4% of
students report language as a critical barrier,
while 24.1% cite social norms and values and
the educational system as additional challenges.
Culture shock can result in feelings of isolation
and difficulty remaining in a higher education
environment.
In addition to the challenges already mentioned,
students face other challenges in adapting.
For example, 37.9% of people consider a lack
of cultural representation to be a challenge,
and 24.1% consider stigma and discrimination
to be a challenge. Discriminatory attitudes
and behaviors within institutions remain a
major problem that affects not only academic
performance but also the emotional and
psychological well-being of students. Similarly,
stereotypes and social prejudices can limit
the educational aspirations of Indigenous and
Afro-Colombian students. These students face
prejudices such as socioeconomic limitations,
the perception of low intellectual capacity, and
a lack of ambition or interest in education in the
context of higher education. These prejudices
affect their self-esteem, motivation, and the
expectations and support they receive from
their family and community environments.
All respondents agree that developing initiatives
to preserve and value the traditional knowledge
of their communities would significantly improve
their adaptation to higher education institutions
(HEIs). To overcome these barriers, students
suggested several measures: including ethnic
and cultural content and perspectives in the
curriculum (37.9%); strengthening the mother
tongue (27.5%); providing access to scholarships
and financial support (31%); and, to a lesser
extent, offering mentoring and academic
support (3.4%) (see Figure 1).
Conditions of access to the Unicervantes Social Work program for students
belonging to ethnic groups, 2019-2023
Paola Marcela Jurado Erazo
Daniela María Rodríguez Torres
20
Revista Unimar Revista Unimar Julio-diciembre 2025Julio-diciembre 2025
e-ISSN: 2216-0116e-ISSN: 2216-0116 ISSN: 0120-4327ISSN: 0120-4327 DOI: https://doi.org/10.31948/rev.unimarDOI: https://doi.org/10.31948/rev.unimar
Rev. UnimarRev. Unimar Vol. 43 No. 2 pp. 13-26Vol. 43 No. 2 pp. 13-26
Figure 1
Accessing higher education: Challenges for students from ethnic groups
All consider the recovery of knowledge to be key…
Mentoring and academic support (suggestion)
Access to scholarships and financial support (suggestion)
Strengthening the mother tongue (suggestion)
Inclusion of ethnic content in the curriculum (suggestion)
Stigma and discrimination
Lack of cultural representation
Social norms and values / Education system as a barrier
Language as a critical barrier
Lack of financial support
Effective access to scholarships or financial support
Knowledge of scholarships or financial aid
Frequency
In addition to the above, the quality of secondary education influences access to higher education.
Improvements are needed in guidance and access to information, as well as in educational quality.
Inadequate preparation for the admission process to HEIs and insufficient development of language
skills in the predominant language hinder the transition from secondary to higher education.
For the third objective, Figure 2 shows the frequency of the different motivations considered by
the students.
Figure 2
Frequency of motivations for enrolling in the Social Work program
Reasons to study Social Work at Unicervantes
There were no other academic programs in the region
Family and community suggestion Vocation
Variety in fields of work
Note. The maximum frequency was 29.
Conditions of access to the Unicervantes Social Work program for students
belonging to ethnic groups, 2019-2023
Paola Marcela Jurado Erazo
Daniela María Rodríguez Torres
21
Revista Unimar Revista Unimar Julio-diciembre 2025Julio-diciembre 2025
e-ISSN: 2216-0116e-ISSN: 2216-0116 ISSN: 0120-4327ISSN: 0120-4327 DOI: https://doi.org/10.31948/rev.unimarDOI: https://doi.org/10.31948/rev.unimar
Rev. UnimarRev. Unimar Vol. 43 No. 2 pp. 13-26Vol. 43 No. 2 pp. 13-26
The results show that the main motivations
for studying social work among students from
ethnic groups fall into four categories: 51.7%
(15 people) indicated that their main motivation
is vocation, reflecting their desire to help
and work in the social field, in line with the
fundamental values of the profession itself. The
second most frequent motivation was family and
community suggestion, represented by 20.6%
(six students), which highlights the importance
of family and community support in deciding to
pursue a university career. Therefore, culture
and community expectations play an important
role in their decisions.
Conversely, 13.7% (four people) consider the
lack of academic offerings in the region and the
variety of fields of work important, respectively.
The lack of local academic options highlights
a structural deficiency in the municipality of
Mocoa, forcing students to choose available
careers rather than ones aligned with their
interests or skills. Students also perceive social
work as offering diverse job opportunities,
indicating that they see this career as a path to
economic and professional stability.
In terms of personal achievement, 38% of
respondents know stories of achievement in
their communities. These stories have served as
a driving force and inspiration to pursue higher
education. These stories include examples
of community members who have overcome
cultural and social barriers to achieve academic
success and community and family leaders
who have obtained advanced degrees and
contributed significantly to their communities
as a result. Similarly, 55.1% of respondents
indicated that cultural identity and preservation
are fundamental influences on their motivation
to pursue higher education. 37.9% highlighted
improving the family and community situation,
while only one person (3.4%) mentioned family
pressure and expectations, along with personal
achievement.
The majority of students surveyed, representing
89.6%, believe that having a university degree
can lead to independence. They justify this
belief by saying that completing a degree will
improve their living conditions and allow them
to contribute to the community.
Regarding support for ethnic communities,
37.9% of respondents believe that promoting
higher education is essential to fostering
leadership and citizen participation. Cultural
preservation and diversity were important to
31% of respondents, while 20.7% mentioned
social and economic development, and 10.4%
highlighted reducing social and cultural gaps.
These results suggest that higher education is
viewed as a means of empowering and advancing
ethnic communities.
Finally, from a social work perspective, students
firmly believe that they can contribute to their
communities by participating in community
projects, providing counseling services,
designing inclusive programs, and advocating
for their communities’ rights and representation.
They also emphasize the importance of
promoting community development programs
in collaboration with community leaders to
preserve culture and identify and address the
specific challenges faced by ethnic groups.
Discussion
In the context of the research, the conditions
of access for students from ethnic groups
to the Social Work program at the Fundación
Universitaria Cervantes San Agustín are
marked by various factors: structural, cultural,
economic, and academic, which have led to
material and symbolic barriers that permeate
educational processes.
First, the university is recognized as a place
of higher education and a meeting point for
cultures, identities, and student backgrounds.
In line with previous studies, Ocoró (2017)
points out that «the university is a space where
cultural capital is negotiated, ethnic-racial and
gender stereotypes are confronted, and family
backgrounds are discussed, among other
things. It is a place where different groups have
the opportunity to influence inequalities» (p.
90). Similarly, students who participated in the
survey stated that their ethnic origin sometimes
affects how they are included socially and
academically in the university environment.
Similarly, Guzmán and Solano (2021) identify
among the barriers to participation in higher
Conditions of access to the Unicervantes Social Work program for students
belonging to ethnic groups, 2019-2023
Paola Marcela Jurado Erazo
Daniela María Rodríguez Torres
22
Revista Unimar Revista Unimar Julio-diciembre 2025Julio-diciembre 2025
e-ISSN: 2216-0116e-ISSN: 2216-0116 ISSN: 0120-4327ISSN: 0120-4327 DOI: https://doi.org/10.31948/rev.unimarDOI: https://doi.org/10.31948/rev.unimar
Rev. UnimarRev. Unimar Vol. 43 No. 2 pp. 13-26Vol. 43 No. 2 pp. 13-26
education «the historical weight of racism,
cultural discrimination, and geo-ethnic
discrimination» (p. 17), which places students
in a position of vulnerability and passive
participation that limits the potential of their
educational processes.
Although there is widespread knowledge
about some scholarship programs and
financial support for indigenous and Afro-
descendant communities, such as the
Pueblos Indígenas Álvaro Ulcué Chocué and
the Fondo para Comunidades Negras of the
Instituto Colombiano de Crédito Educativo y
Estudios Técnicos en el Exterior (ICETEX), the
percentage of students who benefit from these
programs remains very low. Both grants aim to
facilitate and guarantee equal access to higher
education for young people from historically
disadvantaged communities. However,
difficulties accessing information, cumbersome
bureaucratic processes, and limited guidance
from secondary schools make it challenging to
take full advantage of these benefits.
Therefore, it should be noted that students from
vulnerable backgrounds, including those from
ethnic groups, face economic, social, academic,
and educational barriers to accessing university.
For this reason, higher education must address
not only educational aspects, but also social
and cultural inclusion and issues related to the
country’s socioeconomic realities (Bartolomé et
al., 2021). In addition, tuition and living costs
are the main economic challenges. Therefore,
the idea that «it is necessary to study school
variables associated with the transition to
higher education to inform policies that ensure
greater equity in young people’s access to higher
education» is reinforced (Guerrero, 2013, p.
10). Proper dissemination of information about
available benefits and processes for becoming
a beneficiary is essential, starting in the final
year of secondary education. The low quality
of education, lack of guidance, limited access
to information, and inadequate preparation at
this level negatively impact access to higher
education. These issues highlight structural
weaknesses in the education system that must
be addressed to improve opportunities for
students from ethnic groups.
Cultural barriers are also a crucial factor in
accessing higher education for students from
ethnic communities. These students often have
to adapt to an educational system that does not
adequately value their cultural and linguistic
heritage. This can cause feelings of rootlessness.
Regarding this issue, Veliz-Rojas et al. (2019)
state: «Educational intervention in intercultural
competence must be carried out from a global,
inclusive, and transdisciplinary approach» (p.
1). In other words, they propose the need for
more flexible curricula that respect the diversity
of ethnic groups found in educational settings.
Similarly, the Ministerio de Educación Nacional
(MEN, 2024) emphasizes the importance of
promoting education that considers «the cultural
particularities and reality of our communities»
(para. 4). This emphasizes the importance of
educational processes with an ethnic focus as
strategies for fostering the identity and sense
of belonging of Indigenous and Afro-descendant
students.
From a social perspective, stereotypes and
prejudices, socioeconomic limitations, and
perceptions of low intellectual capacity continue
to hinder students’ educational aspirations.
This is consistent with the results of a study
on dropout rates at the Universidad del Valle,
where Afro-Colombian and indigenous students
who migrated to Cali to pursue their university
studies reported feeling discriminated against
by their peers: «Afro-Colombian and indigenous
students enter university with academic
disadvantages, which they were unable to
overcome due to the conditions of the university
environment» (Meneses, as cited in Ojeda &
González, 2012, p. 105).
As Soler-Castillo (2020) mentioned, «it is
necessary to become aware of, question, and
critically reflect on the role of schools in producing
and reproducing stereotypes that generate
inequalities» (p. 8). This implies recognizing the
existence of prejudice in the school environment
and implementing inclusive educational policies
and support programs that contribute to the
academic success of students belonging to
ethnic minorities. Eradicating stereotypes and
creating an inclusive educational environment
where everyone is welcome are essential for
Conditions of access to the Unicervantes Social Work program for students
belonging to ethnic groups, 2019-2023
Paola Marcela Jurado Erazo
Daniela María Rodríguez Torres
23
Revista Unimar Revista Unimar Julio-diciembre 2025Julio-diciembre 2025
e-ISSN: 2216-0116e-ISSN: 2216-0116 ISSN: 0120-4327ISSN: 0120-4327 DOI: https://doi.org/10.31948/rev.unimarDOI: https://doi.org/10.31948/rev.unimar
Rev. UnimarRev. Unimar Vol. 43 No. 2 pp. 13-26Vol. 43 No. 2 pp. 13-26
these students to reach their full potential and
can contribute significantly to society.
Including ethnic and cultural content and
perspectives in the educational curriculum is a
highly valued, inclusive measure that highlights
the need to enrich the curriculum to promote
greater representation and appreciation of
cultural identity. In this regard, Rodrigues
Manchinery (2008, as cited in Londoño, 2017)
«recommends a flexible, less standardized, more
intercultural education, where commitments are
established between indigenous peoples and
universities that allow for the transformation of
existing curricula and training proposals so that
they become more relevant» (p. 53). Enriching
the curriculum benefits ethnic communities
by validating and preserving their traditional
knowledge and cultural heritage. It also fosters a
more inclusive and diverse learning environment
for all students, preparing them to thrive in an
increasingly globalized and multicultural world,
while equipping them with the skills necessary
to work and live in diverse societies.
The motivations for studying social work
are mainly vocation and family suggestions.
These motivations highlight the importance of
community and family support in the decision
to pursue higher education, which coincides
with Sánchez-Martín’s (2020) assertion that
«family and social environment are the aspects
that carry the most weight in career choice
decisions» (p. 44). Perceiving higher education as
a path to economic and personal independence
underscores the value of university studies
in enhancing the quality of life and alleviating
poverty in these communities: «HEIs contribute
to local, regional, and national development,
as well as the personal and professional
development of young people. This opens many
doors for them, as they acquire new knowledge
that enables them to improve their quality of
life» (Trochez, 2021, pp. 27-28). In this regard,
it is essential to acknowledge the transformative
impact of higher education, not only in terms
of acquiring knowledge and skills, but also in
creating opportunities to break the cycles of
poverty and social exclusion.
Finally, students find higher education as a
means of strengthening leadership, preserving
culture, and reducing social disparities. In the
case of social work specifically, the profession
is considered a means of significantly
contributing to the progress and empowerment
of communities. The profession focuses on the
idea that «its purpose is to provide social welfare
and to empower people to solve their problems»
(Rivas, 2023, p. 18). Thus, social work responds
not only to professional aspirations or academic
growth but also to a vocation of service
and commitment to social and community
development.
Despite significant historical advances in
inclusion, the research confirms that Indigenous
and Afro-descendant students still face
multiple challenges accessing and remaining
in higher education. Therefore, it is necessary
to continue working toward implementing
inclusive educational strategies and policies that
comprehensively address these barriers and
promote the financial support and cultural and
social inclusion of ethnic communities in higher
education institutions.
Conclusions
An initial analysis of the demographic
characteristics of students at the Fundación
Universitaria Cervantes San Agustín campus
in Mocoa reveals diversity in terms of age,
geographical location, and ethnic self-
identification. Most students are young adults
between the ages of 22 and 32 who are planning
their lives around becoming social workers.
Most of them reside in Mocoa and self-identify
as Indigenous. The Social Work program has
a high proportion of women, reflecting strong
indigenous and female representation. This can
inform the design of strategies, policies, and
programs that consider the specific needs and
characteristics of these population groups.
Students from ethnic groups at Unicervantes
in Mocoa face many challenges when it comes
to accessing higher education. Economic
inequalities are the most significant obstacle,
and although there are two funds to finance
these communities’ studies, a limited number
of people benefit from them. The low quality of
secondary education, cultural and social barriers,
lack of cultural representation, and prevalence
Conditions of access to the Unicervantes Social Work program for students
belonging to ethnic groups, 2019-2023
Paola Marcela Jurado Erazo
Daniela María Rodríguez Torres
24
Revista Unimar Revista Unimar Julio-diciembre 2025Julio-diciembre 2025
e-ISSN: 2216-0116e-ISSN: 2216-0116 ISSN: 0120-4327ISSN: 0120-4327 DOI: https://doi.org/10.31948/rev.unimarDOI: https://doi.org/10.31948/rev.unimar
Rev. UnimarRev. Unimar Vol. 43 No. 2 pp. 13-26Vol. 43 No. 2 pp. 13-26
of stereotypes and stigmas also hinder their
success in a university environment. Adaptation
to these new environments is affected by culture
shock and the lack of institutional initiatives that
highlight the value of traditional knowledge from
ethnic communities. This highlights the urgent
need for an inclusive approach that addresses
economic, cultural, and social aspects.
Students’ motivations for enrolling in the social
work program are influenced by vocational,
family, and community factors. Most of them
pursue the degree out of vocation, followed
by suggestions from family and community
members, and a lack of other academic options
in the region. Other significant motivations
include the desire for personal growth and
contributing to improving family and community
conditions. Social work is considered a path
to improving the quality of life for students,
their families, and their communities. Students
emphasize that they seek to improve not
only their own lives but also the progress and
empowerment of their historically marginalized
communities. This underscores the importance
of developing educational programs that
strengthen this vocation and help students
achieve their aspirations.
Conflict of interest
The authors of this article declare that they
have no conflicts of interest.
Ethical Responsibilities
Ethical contemplations were considered in this
research to ensure respect for and protection
of the participants, as well as the integrity of
the investigation process. Although formal
informed consent was not obtained, the rights
and well-being of the participating students
were guaranteed. This was possible because
the respondents were of legal age, and no
recording or photography methods that could
reveal their identities were used. First, we
ensured the confidentiality and anonymity of
all collected data. Participants were informed
that their participation was voluntary and that
they could withdraw from the study at any
time without consequence. Responses were
treated anonymously and were only used for
research purposes. Furthermore, the research
was conducted with full respect for the cultural
sensitivities of Indigenous and Afro-Colombian
students. The survey was designed to be
culturally appropriate and understandable to
avoid any form of bias or discrimination. Similarly,
we took great care to avoid any form of physical
or mental harm to participants, maintaining
an environment of respect, consideration, and
collaboration at all times.
Sources of funding
The authors declare that they have no financial
support for this work.
References
Babativa, C. A. (2017). Investigación cuantitativa
[Quantitative research]. Fundación
Universitaria del Área Andina. https://digitk.
areandina.edu.co/handle/areandina/3544
Bartolomé, D., Martínez, L., & García, V.
V. (2021). La inclusión en la educación
superior ecuatoriana: algunas iniciativas
[Inclusion in Ecuadorian higher education:
some initiatives]. Revista Espacios, 42(9),
57-68. https://doi.org/10.48082/espacios-
a21v42n09p05
Cano, J., Ricardo, C., & Del Pozo, F. (2016).
Competencia intercultural de estudiantado
de educación superior: un estudio en
la Universidad del Norte (Barranquilla,
Colombia) [Intercultural Competences of
higher education students at Universidad
del Norte]. Revista Encuentros, Universidad
Autónoma del Caribe, 14(02), 159-174.
https://doi.org/10.15665/re.v14i2.734
Dzul, M. (2018). Aplicación básica de los
métodos científicos: diseño no-experimental
[Basic application of scientific methods:
non-experimental design]. https://www.rua.
unam.mx/portal/recursos/ficha/78577
Conditions of access to the Unicervantes Social Work program for students
belonging to ethnic groups, 2019-2023
Paola Marcela Jurado Erazo
Daniela María Rodríguez Torres
25
Revista Unimar Revista Unimar Julio-diciembre 2025Julio-diciembre 2025
e-ISSN: 2216-0116e-ISSN: 2216-0116 ISSN: 0120-4327ISSN: 0120-4327 DOI: https://doi.org/10.31948/rev.unimarDOI: https://doi.org/10.31948/rev.unimar
Rev. UnimarRev. Unimar Vol. 43 No. 2 pp. 13-26Vol. 43 No. 2 pp. 13-26
Guerrero, G. (2013). ¿Cómo afectan los factores
individuales y escolares la decisión de los
jóvenes de postular a educación superior?
Un estudio longitudinal en Lima, Perú [How
do individual and school factors affect
young people’s decision to apply for higher
education? A longitudinal study in Lima,
Peru]. Grupo de Análisis para el Desarrollo
(GRADE).
Guzmán, C., & Solano, M. F. (2021).
Conocimientos, barreras y oportunidades
para participar en la Educación Superior
que perciben mujeres estudiantes
afrocolombianas, directivos y docentes de
la Institución Universitaria Antonio José
Camacho de Santiago de Cali [Knowledge,
barriers, and opportunities for participating
in higher education as perceived by Afro-
Colombian female students, administrators,
and teachers at the Institución Universitaria
Antonio José Camacho in Santiago de Cali]
[Tesis de maestría, Tecnológico de Antioquia].
Biblioteca Digital Uniajc. https://repositorio.
uniajc.edu.co/entities/publication/6dc5ee83-
7aa7-46dd-8e62-c601e974dc41
Hernández, R., Fernández, C., & Baptista, P.
(2014). Metodología de la investigación
[Research methodology] (6.th ed.). McGraw-
Hill / Interamericana Editores, S.A. de C.V.
Londoño, S. L. (2017). Estudiantes indígenas
en universidades en el suroccidente
colombiano. Tensiones entre calidad y
pertinencia [Indigenous university students
in South-West Colombia. Tensions between
quality and belonging]. Perfiles Educativos,
39(157), 52-69. https://doi.org/10.22201/
iisue.24486167e.2017.157.58440
Ministerio de Educación Nacional (MEN). (2004,
marzo-abril). Debemos educar en un país
diverso y multiétnico. Altablero, p. 7. [We
must educate in a diverse and multi-ethnic
country]. https://www.mineducacion.gov.
co/1621/article-87352.html
Ocoró, A. (2017). Educación superior y
afrodescendientes: un análisis de los cupos
especiales en la Universidad del Valle [Higher
education. An analysis of affirmative actions
for black and Afro-Colombian communities
at Universidad del Valle]. La Manzana de la
Discordia, 12(2), 79-92. https://ri.conicet.
gov.ar/handle/11336/73362
Ojeda, D. E., & González, M. P. (2012).
Percepciones y estereotipos de estudiantes
universitarios hacia compañeros
afrocolombianos e indígenas [Perceptions
and stereotypes of university students toward
Afro-Colombian and indigenous peers]. CES
Psicología, 5(2), 101-118. https://www.
redalyc.org/pdf/4235/423539471009.pdf
Rivas, B. L. (2023). Estrategias de trabajo
social comunitario para el empoderamiento
de la zona rural [Community social work
strategies for the empowerment of
the rural area]. Revista Latinoamericana
de Ciencias Sociales - Relacis, 2(1), 16-29.
https://doi.org/10.5281/zenodo.11135285
Rodas, F. D., & Santillán, J. J. (2019). Breves
consideraciones sobre la Metodología
de la Investigación para investigadores
principiantes [Brief considerations
on research methodology for novice
researchers]. INNOVA Research Journal,
4(3), 170-184. https://doi.org/10.33890/
innova.v4.n3.2019.974
Sánchez-Martín, M. (2020). Influencias socio-
familiares en la elección de los estudios
de formación profesional [Socio-family
influences on the choice of vocational
training studies]. Revista Latinoamericana
de Estudios de Familia, 12(1), 44-62. https://
doi.org/10.17151/rlef.2020.12.1.4
Sanhueza, L., Rain, A., & Huenchucoy, L.
(2014). La formación de trabajadores/as
sociales desde una perspectiva intercultural:
aproximaciones desde la práctica pedagógica
[Training social workers from an intercultural
perspective: approaches from pedagogical
practice]. Revista Perspectivas, (25), 37-
53. https://ediciones.ucsh.cl/index.php/
Perspectivas/article/view/416/366
Conditions of access to the Unicervantes Social Work program for students
belonging to ethnic groups, 2019-2023
Paola Marcela Jurado Erazo
Daniela María Rodríguez Torres
26
Revista Unimar Revista Unimar Julio-diciembre 2025Julio-diciembre 2025
e-ISSN: 2216-0116e-ISSN: 2216-0116 ISSN: 0120-4327ISSN: 0120-4327 DOI: https://doi.org/10.31948/rev.unimarDOI: https://doi.org/10.31948/rev.unimar
Rev. UnimarRev. Unimar Vol. 43 No. 2 pp. 13-26Vol. 43 No. 2 pp. 13-26
Soler-Castillo, S. (2020). Estereotipos y
prejuicios étnicos y raciales [Ethnic and racial
stereotypes and prejudices]. Pre-Textos
para maestr@s 3. https://die.udistrital.
edu.co/blog/pre_textos_para_maestrs/
estereotipos_y_prejuicios_etnicos_y_
raciales
Trochez, N. A. (2021). Acceso a la educación
superior por parte de comunidades indígenas:
el caso de la comunidad nasa [Access to higher
education for indigenous communities:
the case of the Nasa community] [Tesis de
pregrado, Universidad ICESI]. Repositorio
Universidad ICESI. https://repository.icesi.
edu.co/items/ffc84698-371c-46c8-83e2-
a5f841f344d7
Veliz-Rojas, L., Bianchetti-Saavedra, A. F., &
Silva-Fernández, M. (2019). Competencias
interculturales en la atención primaria de
salud: un desafío para la educación superior
frente a contextos de diversidad cultural
[Intercultural skills in primary health care:
a challenge for higher education in contexts
of cultural diversity]. Cadernos de Saúde
Pública, 35(1), e00120818. https://doi.
org/10.1590/0102-311X00120818
Contribution
Paola Marcela Jurado Erazo: Principal
investigator. Statistical data processing, writing
materials and methods, and obtaining results.
Daniela María Rodríguez Torres: Analysis
and interpretation of results, writing the
introduction, methods, discussion, and
conclusions.
The authors participated in the preparation of
the manuscript, read it, and approved it.
