El papel de la alta formación escolar en la inserción de las mujeres migrantes mexicanas

Abstract

At a time when the mobility of individuals is a structural part of the context in which men and women act, we wonder whether the possession of a high school level affects the insertion of subjects in the receiving societies. To be more precise, we ask ourselves whether high professional training can be a parameter to determine the inclusion of migrants in the labor market of the countries of arrival. To answer these questions, we consider relevant the use of the intersectional approach based on the relational analysis of gender, social position and national origin in order to generate a point of view that considers the different levels of analysis. The study context is the one included between the transnational social space Monterrey (Mexico) - Houston (UnitedStates) where, with the purpose to develop a qualitative analysis, Mexican skilled migrant women have beeninterviewed. The data collected show that the school level, as well as the social position, are not elements that can be easily transnationalized, that is, they do not have the capacity to cross borders, contrary to the national origin that ends up characterizing Mexican women stigmatizing them. It is a process that is built within the political and economic spheres, where the insertion of migrants does not depend on the cultural capital possessed but on the needs of the productive system.