Meritocracy and Redistributive Preferences at School Level in Chile

The growing levels of economic inequality and income concentration have intensified research into preferences for economic redistribution, understood as beliefs about the need for financial transfers to those with fewer resources, usually through the state. However, most studies focus on adult populations, leaving little exploration of the factors shaping redistributive preferences at younger ages and how they develop over time.

This study draws on data from the Education and Meritocracy panel survey (N = 900, 2023-2024), conducted among primary and secondary school students in Chile. It examines how perceptions and preferences around meritocracy—both in school and society—affect support for redistribution. Meritocracy, a system where rewards are distributed based on individual effort and talent, is expected to influence students' views on the role of government intervention. Specifically, students who perceive greater meritocracy in their environment are likely to express lower support for redistribution.

The results show that stronger perceptions and preferences for meritocracy are associated with reduced support for redistribution, with secondary school students expressing lower redistributive preferences than primary school students. These findings underscore the role of educational and social contexts in shaping political and economic beliefs at an early age, with implications for students’ future civic and political engagement.