This page contains a collection of related research on U.S.-Mexico higher education partnership activity from academic researchers and nonprofit institutions. Additionally, the page includes resources focused on promoting higher education collaboration in the region from a variety of stakeholders.
Bejarano, C.L. & Shepherd, J. P. (2018). Reflections from the U.S.–Mexico borderlands on a “border-rooted” paradigm in higher education. Ethnicities, 18(2), 277-294.
“This essay proposes an alternative approach to Latino student success through a “border-rooted” paradigm shift in post-secondary education. A “border-rooted” paradigm reflects the local socio-cultural and historical epistemologies that impact post-secondary education, and how space and place impacts educational settings that serve Latino students.”
Convertino, C. (2018). “La Migra” in the Classroom: Transfronterizx Students Exploring Mobility in Transnational Higher Education on the US-Mexico Border. Educational Studies, DOI: 10.1080/00131946.2018.1492923.
“Based on an ethnographic study of a pre-engineering freshman course at a large university on the US-Mexico border, I explore how 4 Latinx undergraduate students, 2 of whom crossed the border on a daily basis to pursue higher education (HE), built a Lego robot that they named La Migra (a colloquial term for US Border Patrol). In particular, I demonstrate that the students drew from local authorized border crossing activities to design the robot to accelerate cross border mobility.”
Rogers, D.L. & Richardson, R. (2011). Support for Secondary Education of U.S.-Mexico Border Residents: The Construction and Validation of the Global Higher Education Support Scale (GHESS). Diaspora, Indigenous, and Minority Education, 5(3), 198-216.
“Support for students before planning, planning to enter, and while enrolled in higher education is needed to ensure academic achievement, especially among U.S. Hispanics. Measures for determining the nature of student support or obstruction are necessary if we are to understand academic achievement and its development among U.S. Hispanic learners. Nevertheless, few social support measures are specific to higher education, and most are restricted in time frames or sources of support. This article describes the construction and validation of the Global Higher Education Support Scale (GHESS) and its application in a U.S.–Mexico border community.”
“Founded in 2004, the MIT-Mexico Program has placed more than 200 MIT interns in Mexico in more than 60 institutions. The MIT-Mexico Seed Funds award grants to enable collaborations between MIT faculty and their Mexican colleagues. The MIT-Mexico program hosts events on Mexican cultural, political and business contemporary topics at MIT.”
The UC-Mexico Initiative is a strategic partnership between the University of California system and higher education institutions in Mexico. The collaboration involves student and faculty exchange as well as joint research opportunities.
“After almost a decade of restrictions on travel and study abroad to Mexico, The University of Texas at Austin has fast-tracked efforts to make Mexico-based study abroad programs more accessible to U.S. undergraduate students. “A Roadmap to (Re) Engaging with Mexico” is a guide for other U.S. institutions of higher education to establish or expand educational programming in Mexico.”