Indigenous Women at the Ricardo Flores Magón Rural Normal School: Evaluating an Affirmative Action Initiative

Abstract

Historically and internationally, access to higher education for minority cultural groups has been limited. This situation has improved since the beginning of the 21st century due to demands for equal rights and the implementation of various educational policies, such as affirmative action. These policies establish mechanisms that promote the access, retention, and graduation of vulnerable populations who have been historically excluded. The Ricardo Flores Magón Rural Teacher Training School (ENRRFM) began implementing such actions during the 2017–2018 academic year by allocating 15 places for Indigenous women to pursue a bachelor's degree in primary education. This study presents a retrospective program analysis by describing and examining data related to student admission, graduation, degree completion, and entry into the professional teaching service. It also incorporates testimonies from alumnae regarding the academic and contextual challenges they faced and the competencies they developed. The study is framed within a post-positivist paradigm and uses a mixed-methods approach through a case study methodology. The techniques employed include questionnaires and focus groups. The results provide an up-to-date assessment of the program, highlighting its achievements and areas for improvement, aiming to strengthen this initiative further.