Bibliography: Mexico (page 037 of 481)

This bibliography is independently curated for the Positive Universe: Mexico website.  Some of the authors featured on this page include Alexandra B. Morshed, National Center for Education Statistics, Gerardo Otero, Orrin B. Myers, Manoj K. Shukla, Center on Education Policy, Bryan W. Husted, Maria Teresa de la Piedra, Sally M. Davis, and Shiraz I. Mishra.

Despagne, Colette (2013). Indigenous Education in Mexico: Indigenous Students' Voices, Diaspora, Indigenous, and Minority Education. The purpose of this article is to investigate whether, despite a shift in political and educational discourses over the last decades that suggests that Indigenous cultures and languages are recognized, any real change has occurred in terms of Indigenous education in Mexico. It is possible that official bilingual intercultural education is still just a goal. Data presented include four Indigenous students' accounts of their educational experiences in monolingual and bilingual schools. The findings suggest that Indigenous education still has assimilationist tendencies, as far as the mestizo identity and the use of Spanish are concerned, and these tendencies are based on a (neo)liberal vision of multiculturalism that promotes "ethnophagy". There is room for more changes to occur. [More] Descriptors: Indigenous Populations, Cultural Pluralism, Foreign Countries, Multicultural Education

Gregorutti, Gustavo; Espinoza, Oscar; González, Luis Eduardo; Loyola, Javier (2016). What if Privatising Higher Education Becomes an Issue? The Case of Chile and Mexico, Compare: A Journal of Comparative and International Education. Over the last 30 years, Chile and Mexico have been implementing neoliberal policies to reform their higher education systems. This report compares the development and impact of those policies within three main areas in both countries, namely: (1) trends and characteristics of the growing private higher education sector, (2) commercialisation and business-like trends that private academia is experiencing and, finally, (3) it discusses how all this has created tensioning situations with assessment and accrediting agencies to ensure quality in their private higher education systems. This study shows that private higher education is facing the following challenges in both nations: (1) an uncritical implementation of neoliberal policies, (2) that there is a very unregulated legislation that has allowed many private institutions to profit within loopholes in the law, (3) that quality has become a central concern and some of the mechanisms applied to correct it have not been effective, showing a lack of a comprehensive system of quality assessment, and (4) that enrolment has grown but with several mismatches that challenge the initial goal of advancing economic development through human resources capacities. Alternative policies are discussed. [More] Descriptors: Foreign Countries, Privatization, Higher Education, Neoliberalism

Pechlaner, Gabriela; Otero, Gerardo (2010). The Neoliberal Food Regime: Neoregulation and the New Division of Labor in North America, Rural Sociology. We undertake a comparative investigation of how neoliberal restructuring characterizes the third food regime in the three North American countries. By contrasting the experience of the two developed countries of the United States and Canada with that of the developing country of Mexico, we shine some empirical light on the differential impact of neoliberal regulatory restructuring on the division of labor in agriculture within the North American Free Trade Agreement region. In particular, we investigate these countries' agricultural production markets, trade, and food vulnerability–with an emphasis on Mexico–as analytical points for comparing and contrasting their experience with this neoliberal restructuring. We start with a synthesis of food-regime theory and outline the key features of what we call the "neoliberal food regime." We then discuss our case-study countries in terms of food vulnerability and resistance in Mexico, their differential relationships to trade liberalization, and what these trends might mean for the evolution of the neoliberal food regime. We conclude that, while dominant trends are ominous, there is room for an alternative trajectory and consequent reshaping of the emerging regime: sufficient bottom-up social resistance, primarily at the level of the nation-state, may yet produce an alternative trajectory. [More] Descriptors: Foreign Countries, Agricultural Production, Labor, Developed Nations

Morshed, Alexandra B.; Davis, Sally M.; Keane, Patricia C.; Myers, Orrin B.; Mishra, Shiraz I. (2016). The Impact of the Chile Intervention on the Food Served in Head Start Centers in Rural New Mexico, Journal of School Health. Background: The Child Health Initiative for Lifelong Eating and Exercise is a multicomponent obesity-prevention intervention, which was evaluated among Head Start (HS) centers in American Indian and predominantly Hispanic communities in rural New Mexico. This study examines the intervention's foodservice outcomes: fruits, vegetables, whole grains, discretionary fats, added sugars, and fat from milk served in meals and snacks. Methods: Sixteen HS centers were randomized to intervention/comparison groups, following stratification by ethnicity and preintervention median body mass index of enrolled children. The foodservice component included quarterly trainings for foodservice staff about food purchasing and preparation. Foods served were evaluated before and after the 2-year intervention, in the fall 2008 and spring 2010. Results: The intervention significantly decreased fat provided through milk and had no significant effect on fruit, vegetables and whole-grain servings, discretionary fats, and added sugar served in HS meals and snacks. When effect modification by site ethnicity was examined, the effect on fat provided through milk was only found in American Indian sites. Conclusions: Foodservice interventions can reduce the amount of fat provided through milk served in HS. More research is needed regarding the implementation of foodservice interventions to improve the composition of foods served in early education settings. [More] Descriptors: Foreign Countries, Child Health, Obesity, Food

Sue, Christina A. (2011). Raceblindness in Mexico: Implications for Teacher Education in the United States, Race, Ethnicity and Education. The demographic make-up of US public schools indicates an increasing divergence between the racial background of teachers and that of their students: Whites represent approximately 90% of all public school teachers whereas 40% of students are of color. Further complicating the situation is the fact that many of the students of color are first-generation immigrants. The US education system is struggling to adapt to the changing nature of America's classrooms. Many have pointed out how the US educational system has become dysfunctional, especially for children who are not part of the linguistic and racial mainstream. Some scholars blame an inconsistency between the racial frames held by White teachers and those embraced by their students of color. It is argued that Whites are oftentimes colorblind whereas students of color are usually color conscious. However, this assumption may not hold for first-generation immigrants who bring their racial discourses from their home countries. For example, Mexican immigrants may bring color-blind frameworks which are common in Mexico. In this article I outline the predominant racial frames used by mixed-race Mexicans. I draw on 109 semi-structured interviews and focus group data collected over the course of one year in Veracruz, Mexico. In discussing racial frames in Mexico, I seek to provide teachers and educators in the US with conceptual tools to work with the Mexican immigrant population. Finally, I propose that we should address issues of racial frames from a broader, global perspective, incorporating the experiences of various racial and ethnic groups into teacher education. [More] Descriptors: Race, Mexican Americans, Public School Teachers, Focus Groups

National Center for Education Statistics (2011). The Nation's Report Card Science 2009 State Snapshot Report. New Mexico. Grade 8, Public Schools. Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms of energy, energy transfer and conservation position and motion of objects, and forces affecting motion. Life science includes concepts related to organization and development, matter and energy transformations, interdependence, heredity and reproduction, and evolution and diversity. Earth and space sciences includes concepts related to objects in the universe, the history of the Earth, properties of Earth materials, tectonics, energy in Earth systems, climate and weather, and biogeochemical cycles. The 2009 science assessment was composed of 143 questions at grade 4, 162 at grade 8, and 179 at grade 12. Students responded to only a portion of the questions, which included both multiple-choice questions and questions that required a written response. In 2009, the average score of eighth-grade students in New Mexico was 143. This was lower than the average score of 149 for public school students in the nation. The percentage of students in New Mexico who performed at or above the NAEP "Proficient" level was 21 percent in 2009. This percentage was smaller than the nation (29 percent). The percentage of students in New Mexico who performed at or above the NAEP "Basic" level was 55 percent in 2009. This percentage was smaller than the nation (62 percent). [For the main report, "The Nation's Report Card: Science 2009. National Assessment of Educational Progress at Grades 4, 8, and 12. NCES 2011-451," see ED515259.] [More] Descriptors: Academic Achievement, Comparative Analysis, Curriculum Development, Ethnic Groups

National Center for Education Statistics (2011). The Nation's Report Card Science 2009 State Snapshot Report. New Mexico. Grade 4, Public Schools. Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms of energy, energy transfer and conservation, position and motion of objects, and forces affecting motion. Life science includes concepts related to organization and development, matter and energy transformations, interdependence, heredity and reproduction, and evolution and diversity. Earth and space sciences includes concepts related to objects in the universe, the history of the Earth, properties of Earth materials, tectonics, energy in Earth systems, climate and weather, and biogeochemical cycles. The 2009 science assessment was composed of 143 questions at grade 4, 162 at grade 8, and 179 at grade 12. Students responded to only a portion of the questions, which included both multiple-choice questions and questions that required a written response. In 2009, the average score of fourth-grade students in New Mexico was 142. This was lower than the average score of 149 for public school students in the nation. The percentage of students in New Mexico who performed at or above the NAEP "Proficient" level was 24 percent in 2009. This percentage was smaller than the nation (32 percent). The percentage of students in New Mexico who performed at or above the NAEP "Basic" level was 63 percent in 2009. This percentage was smaller than the nation (71 percent).  [For the main report, "The Nation's Report Card: Science 2009. National Assessment of Educational Progress at Grades 4, 8, and 12. NCES 2011-451," see ED515259.] [More] Descriptors: Academic Achievement, Curriculum Development, Comparative Analysis, Elementary School Science

Sanchez, Alonso (2016). The Effects of Prenatal and Early-Postnatal Exposure to Mexico's "Oportunidades" on Long-Term Cognitive Achievement, ProQuest LLC. It is well established that children's early life environments can have significant consequences on their long-term outcomes. Yet, there is still limited empirical evidence on the effects that being exposed during the prenatal and early postnatal periods to positive shocks, such as conditional cash transfers, has on long-term cognitive function. By exploiting the initial village-level randomization, I estimate the causal effect on long-term cognitive achievement of prenatal and early postnatal exposure to "Oportunidades," Mexico's conditional cash transfer program. I find that those eligible children born into the program who received its benefits early on have higher standardized assessment scores in mathematics and Spanish in third through sixth grade–up to 15 years after the program began. In line with previous research on CCTs, the effects are largely driven by children living in the poorest villages as measured by a marginalization index. Notably, the effect on these children is large enough to put their cognitive achievement on a par with children from more moderately poor villages. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: www.proquest.com/en-US/products/dissertations/individuals.shtml.%5D [More] Descriptors: Foreign Countries, Cognitive Development, Prenatal Influences, Perinatal Influences

Dugan, John P.; Rossetti Morosini, Ana M.; Beazley, Michael R. (2011). Cultural Transferability of Socially Responsible Leadership: Findings from the United States and Mexico, Journal of College Student Development. The purpose of this study was to examine similarities and differences in students' capacities for socially responsible leadership as well as significant predictors of its development at a higher education institution in Mexico as compared with US schools. Results revealed that Mexican students both entered and left college with significantly higher capacities than their US peers. The collegiate environment contributed significantly to explaining student capacity in both cultural contexts, and leadership efficacy explained a greater amount of the variance in scores among students at the Mexican institution than those at US institutions. [More] Descriptors: Foreign Countries, Leadership Responsibility, Cross Cultural Studies, Social Responsibility

Center on Education Policy (2011). Profile of State College and Career Readiness Assessments (CCR) Policy. New Mexico. This individual profile provides information on New Mexico's college and career readiness assessment policy. Some of the categories presented include: (1) CCR assessment policy; (2) Purpose; (3) Major changes in CCR assessment policy since the 2009-10 school year for financial reasons; (4) State financial support for students to take the CCR assessment; and (5) Is the CCR assessment used by postsecondary institutions for undergraduate admission purposes? [For the full report, "State High School Tests: Changes in State Policies and the Impact of the College and Career Readiness Movement," see ED530163.] [More] Descriptors: Career Planning, Career Development, Careers, College Preparation

Western Interstate Commission for Higher Education (2013). Knocking at the College Door: Projections of High School Graduates. New Mexico. National and regional trends mask important variation among states in the supply of high school graduates. This profile provides brief indicators for New Mexico related to: current levels of educational attainment, projections of high school graduates into the future, and two common barriers to student access and success–insufficient academic preparation and inadequate finances. This paper contains the following: (1) Educational Attainment by Race/Ethnicity; (2) Production of High School Graduates; (3) Public High School Graduates by Race/Ethnicity; (4) Composition of Public High School Graduates by Race/Ethnicity; (5) Composite Math and Reading Scores by Race/Ethnicity; and (6) Annual Income by Race/Ethnicity. (Contains 3 endnotes.) [For the complete report, "Knocking at the College Door: Projections of High School Graduates," see ED540129.] [More] Descriptors: Higher Education, Educational Attainment, Ethnicity, High School Graduates

Sammis, Theodore W.; Shukla, Manoj K.; Mexal, John G.; Wang, Junming; Miller, David R. (2013). Pecan Research and Outreach in New Mexico: Logic Model Development and Change in Communication Paradigms, Journal of Higher Education Outreach and Engagement. Universities develop strategic planning documents, and as part of that planning process, logic models are developed for specific programs within the university. This article examines the long-standing pecan program at New Mexico State University and the deficiencies and successes in the evolution of its logic model. The university's agricultural experiment station's pecan program logic model has evolved along with increased external funding, but never has developed into a complete logic model because the outcome-impact component remains incomplete. With increased assistance from the university, the pecan industry grew and became stronger and more economically viable; however, the incomplete development of a pecan program logic model has prevented development of a complete synergy. The evaluation of outcome-impact is most efficient and accurate when at least part of the evaluation is conducted with methods independent of the growers. [More] Descriptors: Higher Education, Strategic Planning, Agronomy, Financial Support

Henriques, Irene; Husted, Bryan W.; Montiel, Ivan (2013). Spillover Effects of Voluntary Environmental Programs on Greenhouse Gas Emissions: Lessons from Mexico, Journal of Policy Analysis and Management. We compare the environmental performance of voluntary environmental programs (VEPs) with different attributes. Using club theory, we argue that the differential performance of VEPs is due in part to their specific design attributes that will either enhance or diminish their ability to improve both targeted and untargeted environmental impacts. We analyze two VEPs in Mexico, the global standard ISO 14001 and the local standard Clean Industry. These two VEPs differ in the stringency of the standards and in their ability to sanction noncompliant facilities. These differences ensure that firms adopting the local standard are less likely to shirk their responsibilities and enhance potential spillover effects on untargeted environmental emissions. Our empirical results support our hypotheses and show that the local Clean Industry program is more effective in improving both targeted (toxic emissions) and untargeted environmental impacts (greenhouse gas emissions). [More] Descriptors: Climate, Conservation (Environment), Pollution, Environmental Standards

Araujo, Blanca; de la Piedra, Maria Teresa (2013). Violence on the US-Mexico Border and the Capital Students Use in Response, International Journal of Qualitative Studies in Education (QSE). Recent studies have identified multiple forms of capital that Latino students acquire in their homes and communities. Influenced by these studies, this article examines how transnational students of Mexican origin use various forms of their community's cultural wealth as tools to survive situations of violence in Mexico. In this article, we present how children experience violence, particularly drug-related violence across the border. We also discuss the ways in which the students' resiliency (resistant capital) helps them in their daily lives. We focus on how students, despite their experience with violence, draw on their border rootedness, on transnational knowledge, and on resilient resistant capital in order to meaningfully participate in an elementary school English-Spanish dual language immersion program. [More] Descriptors: Violence, Hispanic American Students, Drug Abuse, Crime

Smith, Patrick Henry; Murillo, Luz A. (2013). Repositioning Biliteracy as Capital for Learning: Lessons from Teacher Preparation at the US-Mexico border, International Journal of Qualitative Studies in Education (QSE). This study explores biliteracy as understood and practiced in school and community contexts in a particular region of the US-Mexico borderlands, the Rio Grande Valley of southeast Texas. Drawing on capital theory, we contrast the ambivalent perceptions of Spanish/English biliteracy held by local pre-service and in-service educators with biliterate practices that are highly visible in the border communities where they live and teach. One objective of the study is to describe the diglossic nature of bilingualism and biliteracy in the Valley as a context for learning and teaching. We highlight patterns of overlap and difference in the ways that biliteracy is positioned in and out of school in this remarkably bilingual region, and we apply theories of human capital to interpret these patterns. A second objective is to share pedagogies for repositioning biliteracy through teacher education and to suggest directions for further research. [More] Descriptors: Bilingualism, Literacy, Spanish, English (Second Language)

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