To explore school belonging among adolescents from disadvantaged backgrounds in Mexico using a qualitative methodology that prioritizes meanings and experiences of individuals
Dates: 2017-2019
Focusing on three dimensions (stigmatization processes, school climate, and social relations with teacher and peers), we could capture adolescents’ engagement with their schooling process taking into account institutional and sociocultural aspects. The locations of the study were Tijuana, located in the north of the country, in the border with the United States; Mexico City and its working-class peripheries in the centre of the country; and Tuxtla, a southern city in Chiapas, one of the poorest states in Mexico.