School experiences from the perspective and voices of girls living in Social Assistance Centers in Guadalajara, Jalisco, Mexico
Abstract
This article seeks to reflect on the following question: How do the life experiences of girls living in Social Assistance Centers contribute to their academic performance? The main objective of the research is to understand how these experiences influence the school performance of a group of 13 girls living in a Social Assistance Center located in Guadalajara, Jalisco, Mexico. It is pertinent to note that these girls, as part of their educational process, receive instruction in a school that has specialized pedagogical support to address their specific needs. To achieve this objective, a biographical narrative approach will be adopted to center the perspective and voices of the girls in the analysis. The findings reveal that the level of support, both academic and emotional, exerts a significant influence on their academic trajectory and persistence.
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