Indigenous women in postgraduate studies: different perspectives on their academic training experience.

Abstract

This article presents partial results of an investigation about students from indigenous peoples at the Chapingo Autonomous University. The work was based on the cases of three women who were studying a postgraduate degree in 2020, who underwent in-depth interviews to find out how their ethnic and gender condition affected their school trajectories. Given the documented difficulties that this population faces to join and complete formal education, we start from the fact that these students should redouble their efforts to remain in postgraduate studies. We also found that the socioeconomic condition and the academic training of origin were elements that contributed significantly to the student paths of these women during their postgraduate studies.