Indigenous people and higher education in Mexico: A critical look at affirmative action at an agricultural university

Abstract

This essay explores the intersection between Indigenous belonging and access to higher education in Mexico. Based on the case of the Autonomous University of Chapingo, it examines the advances and limits of affirmative action, noting that, despite its inclusive intent, it can perpetuate new forms of academic inequality. It proposes addressing the recognition of social inequalities and their impact on academic life, supporting students at risk, and transforming them toward an intercultural pedagogy to ensure not only the admission of Indigenous students but also their retention.