XXVI IUSSP International Population Conference
27 September–2 October 2009
Education of monolingual and bilingual indigenous children in Mexico (Poster no. 148)
Erica Soler-Hampejsek and Kelly Hallman
Indigenous populations in Latin American countries face persistent disadvantages. Previous studies have shown that, on average, nonindigenous children are more likely to be enrolled in school and attain higher levels of education than indigenous children. This paper will explore the educational disadvantages that monolingual and bilingual indigenous children face in Mexico. It will also explore the factors that improve the educational status of indigenous students, in particular, it will focus on the effects of the availability of bilingual (Spanish and indigenous) education. Finally, it will explore transitions from being monolingual to being bilingual, and the impact that this change might have on educational outcomes. We will use longitudinal data from the Mexican Family Life Survey conducted in 2002 and 2005 and from the country’s Secretary of Public Education.
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