How do students at admission-exam-free universities in Mexico city experience their first year? The case of Universidad Nacional Rosario Castellanos

Abstract

This article analyzes the first-year experiences of students from a school without an entrance exam, seeking to identify how the institutional context can promote educational persistence. Through semi-structured interviews, it was found that open admission policies, free education, a safe educational environment and teacher support are elements that increase access, but also the commitment, of students traditionally excluded from university studies. The findings seek to contribute to the design of institutional strategies aimed at student retention.