Facilitators and barriers to participation in Lower Secondary Education in Mexico

This research aimed to explore the factors affecting students’ educational participation in lower secondary education in Oaxaca, Mexico, for which the identification of factors leading to students’ educational disengagement became fundamental. Given the stress commentators have given to the influence of socio-economic background on students’ academic achievement, it became necessary for this study to explore whether students’ performance would vary if coming from advantaged or disadvantaged backgrounds.
Through the use of semi-structured in-depth interviews, 81 participants (students, parents and teachers), selected through specific criteria, were interviewed in 9 schools from both advantaged and disadvantaged areas. The elements investigated included family, school and community aspects, as well as students’ attitudinal characteristics, all of which the literatures have identified as influential on educational performance.
Socio-economic background proved to be one of the strongest influential factors, in so far as the educational provision and educational support that coming from a socio-economically advantaged family may offer. Additionally, other aspects of family values influence students’ individual preferences and aspirations, for example, the environmental stability at home, regardless of family background. School presents two strong determinants that, if adjusted, could ameliorate students’ educational disengagement; homework and school policies. Positive and negative practices carried out by teachers which influence students’ educational participation are also outlined.
These findings provide the basis for the development of a strategy to improve the public educational system and to enhance students’ academic achievement so that they are able to finalise their compulsory education.