Education and equity for repatriated migrants. A proposal from a public University

Abstract

Return migration constitutes a complex process extending beyond the physical return to the country of origin, entailing transformations in the identity, social networks, economic expectations, and cultural ties of those who experience it. This study aims to analyze the enrollment of migrant students at the Universidad Autónoma de Occidente (UAdeO) in Sinaloa, Mexico; to elucidate the academic-administrative structure influencing admission processes; and to identify the needs, motivations, and expectations of returning university students. The research was conducted within a post-positivist paradigm, employing a mixed-methods approach and the application of the hypothetico-deductive method. Non-probability convenience sampling was utilized, focusing on returned migrant students, who were subjected to semi-structured interviews, participant observation, and focus groups. Findings reveal that this population encounters barriers to higher education enrollment, stemming from a lack of familiarity with the Mexican educational system, the complexity of administrative procedures, and the absence of differentiated attention. Despite possessing robust academic profiles and advanced linguistic competencies, their integration is constrained by structural conditions that fail to recognize their transnational academic trajectories. Furthermore, familial tensions and processes of identity reconstruction were identified, impacting their emotional and social adaptation. The academic-administrative structure of UAdeO, while formally standardized, exhibits operational lacunae that impede their effective inclusion. In response, an integrated enrollment program for migrant students is proposed, articulating actions of accompaniment, vocational guidance, and identity reinforcement, grounded in principles of equity, inclusion, and cultural relevance.