Introduction.

The experience of minority groups in academic training arises in a scenario of tensions between the predominantly Western and monocultural education system related to family education and different types of knowledge acquired by students, as well as the reproduction of other forms of racism. These tensions have been well documented during school years, while in the university education of indigenous students in Chile, the tensions have been scarcely explored.

Objective.

This study examines the beliefs and representations of a group of Mapuche students concerning their academic and socio-affective experiences at a university in Temuco, Chile. The study was conducted in the context of initial teacher training immersed in an education system traditionally monocultural.

Methodology.

The methodological design was based on educational research and an interpretive paradigm. Twelve students who self-identify as Mapuche indigenous people were interviewed. These interviews were analyzed through the open coding technique.

Results.

The main results reveal that university experiences are diverse and keep core contents related to discrimination, which influences the insertion and progression in vocational training.

Conclusion.

The study allowed identifying the most satisfactory university experiences, those associated with the positioning of the student with respect to their cultural identification, and the creation and maintenance of support networks.