This dissertation explores how education contributes to the making of ethnic boundaries and shapesattitudes towards ethnic groups in Mexico. This question is explored in three interlinked papers by looking at textbooks, educational reforms, and changes in social status, which include increased educational attainment. The first paper examines historical depictions of Indigenous and Afrodescendientes in Mexican textbooks. It identifies a trend of shifting portrayals, moving from essentialist portrayals in early textbooks to more nuanced and inclusive portrayals in recent years. The language and imagery used in textbooks are shown to reflect broader socio-political changes and the state’s efforts to construct a cohesive national identity. The analysis reveals that while Indigenous peoples are increasingly portrayed in terms of cultural and socio-economic differentiation, Afrodescendientes remain underrepresented and are often depicted with rigid, essentialist boundaries based on skin color. The second paper investigates the effects of the 1993 educational reform, which made secondary schooling compulsory, on societal attitudes toward ethnic minorities. Using survey data and statistical analyses, the study finds that increased educational attainment is associated with more open and inclusive attitudes toward Indigenous peoples but has had a more limited impact on attitudes towards Afrodescendientes. The research suggests that education plays a critical role in shaping social attitudes, though its effects vary across different ethnic groups. The final area of research explores the concept of ethnic mobility in Mexico, examining how individuals’ ethnic identification can change over time and in response to social and economic pressures. The study finds that ethnic mobility is more fluid for Indigenous peoples, who may adopt a mestizo identity to gain social or economic advantages. In contrast, Afrodescendientes experience less mobility, with their identity more rigidly defined by skin color and less subject to change. In conclusion, this dissertation provides evidence that Mexican educational policies and textbooks have played a significant role in both reflecting and shaping ethnic boundaries, with varying effects on different ethnic groups. While there has been progress towards more inclusive representations, particularly for Indigenous peoples, significant challenges remain in addressing the representation of Afrodescendientes in Mexican society.

This report examines the demographic, educational, and employment characteristics (including compensation and benefits) of staff employed in center-based ECE programs throughout Marin County. The findings bring attention to the low wages and economic insecurity of the ECE workforce, particularly against a backdrop of one of the highest costs of living in the country. Key findings include high churn of teaching staff and a diverse workforce stratified by job role. The data were also examined by program type, participation in QRIS, and funding source.

This report is an extension of the SEQUAL Marin County study, Teachers’ Voices: Work Environment Conditions That Impact Teacher Practice and Program Quality – Marin County.

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