School Divide and Social Fragmentation in Mexico

Inequality seems to be endemic in Mexico. After a decade of moderate economic growth and improvements in some social indicators, the country continues to show very high levels of social inequality. In a context of contradictory trends, a new model of “unequal inclusion,” is emerging. Privilege and deprivation exist side by side, ignoring each other and even tacitly accepting each other. Inequality has taken a qualitative leap towards fragmenting the social structure through spaces of inclusion that are not only unequal, but also socially and culturally distant. This paper will explore the contribution of educational segmentation to this broad process of social fragmentation. Access to education in Mexico has increased substantially in the past few decades. Between 1990 and 2010, basic education coverage became almost universal, and the average years of schooling of youth age 25 to 29 increased from 7.9 to 10.2. In addition, there were several constitutional reforms that extended compulsory education, most recently, in 2011, making it compulsory until the age of 12. But, parallel to this process, the educational system has experienced a deep fragmentation. Thus, privileged children and youth attend the same private schools, have more and better resources for learning at school and at home, and receive an education of higher quality and greater variety. Among poorer groups, children and youth also attend socially homogenous schools, but with a more precarious infrastructure and fewer pedagogical resources to support students that come from homes with little social or cultural capital. The consequences of this segmentation are not limited to educational achievement; they extend to school experiences and the meaning of education. Drawing on qualitative fieldwork, interviews and focus groups with privileged and disadvantaged youth in Mexico City, This paper explore the consequences of this process in terms of social fragmentation.