Higher Education Access for Deported Mexican Youth

• In Event: 29.040 - Action Research Transforming Education Policy and Practice

Abstract

In the past 10 years, over two million Mexicans have been deported from the U.S. Among these are young adults who grew up most of their lives in the U.S. as “Americans” and are struggling to become integrated into Mexican society. These youths are generally bilingual and have high competences to continue their university studies but they receive virtually no support from the Mexican higher education system. As a result, higher education in Mexico for deported youth is extremely difficult due to numerous bureaucratic challenges and the lack of social support. Using social and capital theory, this study examines the barriers to higher education access for deported Mexican young adults who grew up and studied in the U.S. Social and Cultural Theory suggests that a student’s ability to develop social ties (social capital) within educational contexts is critical for educational success and higher education access (Bourdieu, 1986). Similarly, access to formal knowledge about how the educational system works, such as the process of how to enter college and negotiate school bureaucracies (cultural capital) is also vital for higher education access. The goal of the present study is to examine the relationship between educational social and cultural capital and higher education access among deported Mexican young adults.

Data collection is currently underway and it is organized into three segments; student surveys (n=200), student/higher education staff interviews (n=30), and ethnographic fieldwork. Interviews and ethnographic fieldwork are being conducted in Mexico City, Guadalajara, and Monterrey since these three cities are primary destinations for deported young adults. Survey and interview questions focus on five broad areas: demographic information, educational and occupational attainment, psychological well-being, social support, and educational/occupational aspirations and obstacles/challenges. The interviews with higher education personnel assess how well they understand the deported youth population.

Preliminary findings suggest that non-profit organizations are an important source of educational social and cultural capital for deported young adults. These organizations often guide students in the admission process, provide personal support to understand their university options, help to secure scholarships or funds, provide assistance to find a place to live, and support the improvement of their Spanish language skills. In addition, many deportees also turn to former teachers and counselors from the U.S. for advice on how to enroll in Mexican universities.

The inadequacy of immigration policy in both countries makes it difficult for deported youth to become integrated and make more substantial contributions to both societies. Youth deported to Mexico after growing up in the U.S. have the potential to contribute significantly to a binational economy that draws on each country’s comparative advantage. The results from this study can help to increase awareness about the effects of deportations on youths’ educational and occupational attainment to stimulate U.S.-Mexico binational integration policies.

Authors

• William Perez, Claremont University - Claremont Graduate University

• Iliana Perez, Claremont Graduate University

• Jessica Itzel Valenzuela, Claremont Graduate University