School related risks in an urban poverty context

Abstract

This paper reports the results of a research done in a higher secondary level institution in the state of Chihuahua, Mexico. Attended by around 1200 students immersed in an urban poverty context, where educational lagging and dropout is a prevalence, nearly 30% of the student body, which places it above the national average. The study was done using the mixed methods approach, obtaining quantitative and qualitative data that allowed the generation of comprehensive processes around the sociocultural conditions that produce scholar vulnerability. Conceptualizing scholar vulnerability as the collection of risks produced by objective and subjective conditions in the family, scholar, institutional and pedagogic level. The results made evident the interrelation between personal and familiar conditions with the institution and pedagogy, which demands the urgency to attend the later using a strategy in order to better the education in poverty contexts.