/pdf/desertores-o-decepcionados-distintas-causas-para-abandonar-3ubo7taa98.pdf

¿Desertores o decepcionados? Distintas causas para abandonar los estudios universitarios

http://www.scielo.org.mx/pdf/peredu/v33nspe/v33nspea10.pdf

El primer año universitario: Un tramo crítico para el éxito académico

This article analyzes equity in Mexican higher education. It suggests a new conceptualization in educational equity based on a social justice definition that includes: effective access, compensation of inequalities, assuring permanence, and the achievement of meaningful results. Based on this framework, there is a warning that despite policies aimed at democratizing this public good, the education system still excludes thousands of young people from poor areas, and so many others are inadequately attended. The Mexican State has failed to ensure equal access for young people coming from disadvantaged areas and who have a different socio-economic and cultural background. In this light the meritocratic approach is questioned as a fair measure of distribution and advocates for the implementation of compensatory programs and affirmative action. In terms of school permanency, it is mentioned that the strategies and institutions addressed to the population that was excluded, do not always fulfill the basic quality requirements –infrastructure, teachers, libraries, technology, and must of all, relevant teaching practices. All this is deemed important in order to respond to the particular needs associated with youth’s low cultural capital in vulnerable areas. A way to overcome these problems is to generate equity policies that can guarantee a fair distribution of higher education that takes into account the disadvantages of large segments of young people so that their needs are addressed adequately.

/pdf/equidad-en-la-educacion-superior-en-mexico-la-necesidad-de-oni1hkzkrr.pdf

Equidad en la Educación Superior en México: La Necesidad de un Nuevo Concepto y Nuevas Políticas

/pdf/trabajo-y-rendimiento-escolar-de-los-estudiantes-108c0g6ni9.pdf

Trabajo y rendimienTo escolar de los esTudianTes universiTarios. el caso de la universidad de Guadalajara, méxico

In this article I conceptualize and explore the pedagogical dimension of equity in higher education and its strategic importance for addressing the inequalities that persist despite policies put in place worldwide to expand opportunities. I draw upon an understanding of integral equity, which aligns with social inclusion for participation and empowerment. The pedagogical dimension of equity, rooted in critical pedagogies, student-centered capacity and education, encompasses inclusive and dialogic educational processes to strengthen the agency of non-traditional students, both to learn and to resist educational and social exclusions. This dimension is key to optimize access, and to expand strategies for, and reduce the failures experienced by, non-traditional students, as evidenced in an analysis of innovative practices presented in this article. Creating a new paradigm is a challenge, a cultural change that requires multidimensional policies and actions at the macro and micro social levels. Thus, initiatives are more promising when they incorporate the collective action of university communities committed to social justice.

La dimensión pedagógica de la equidad en educación superior

/pdf/origen-social-de-los-estudiantes-y-trayectorias-28kbqqtadl.pdf

Origen social de los estudiantes y trayectorias estudiantiles en la Universidad Veracruzana

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Origen social de los estudiantes y trayectorias estudiantiles en la Universidad Veracruzana