Objective: To identify and compare/contrast the social and demographic characteristics of Australian, Chilean, and New Zealand dental students. Methods: A convenience sample of 142 dental students from Sydney University, Australia; 139 dental students from the University of Valparaiso, Chile; and 121 dental students from the University of Otago, New Zealand, was selected for this study. Information was derived from a questionnaire consisting of three parts: socio-demographic (34 items, English version; 14, Spanish version.), career choice (19 items), and value orientations (45 items). Descriptive and inferential statistical analyses were used. Results: With the exception of gender distribution, significant differences were detected in age, marital status, religion and country of birth (P < 0.05). Australian students were significantly older (24.6 years) than the other two groups. Chilean students were more likely to indicate a private secondary education (65.2%) and their profile was more culturally homogeneous than those of their Australasian counterparts. Sydney was the most culturally diverse location. In terms of socio-economic status, as measured by parents' education and occupation, the analysis revealed no significant differences among groups. The majority of dental students (80.9%) had tertiary educated fathers or mothers. Overall, 52.8% of fathers and 36.8% of mothers were professionals or high-level managers.Conclusion: Dental students differ from the general population in each of the countries surveyed with regard to socio-economic status. In Australia and New Zealand dental students also differ from the general population in their ethnic background. Despite differences in the demographic profile, dental students come from privileged socio-economic backgrounds with no differences across the countries studied. The findings contribute to our knowledge of differences/similarities among dental students and would help to clarify the task of each university to address inequalities in dental education. Supported by the University of New England Internal Research Grant (1999-0312).

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