El presente trabajo, propone que las relaciones sociales de los migrantes en Estados Unidos y las comunidades receptoras de remesas económicas y sociales en México, a través de las interacciones cotidianas generan una serie de relaciones transfamiliares, un aprendizaje social de saber migrar y una serie de percepciones trasnacionales entre los jóvenes estudiantes, lo cual les conduciría a la posibilidad de aplazar o emprender la salida migratoria. Para comprender estas posibilidades se analizó una muestra de 414 estudiantes de secundaria, media superior y superior de las ciudades fronterizas de Tijuana, Nogales y Ciudad Juárez. Se identificó que los estudiantes de secundaria perciben con mayor posibilidad suspender los estudios por emprender la salida migratoria; caso contrario, los de educación media y superior tienden a una mayor permanencia en los estudios. El trabajo concluye con una propuesta de un Modelo de Intervención Transfamiliar que comprende las familias “del lado mexicano” y “del lado estadounidense”. Se sugiere la inclusión de la familia transfamiliar en los espacios educativos para facilitar la permanencia escolar en México (impactar en la “fuga de cerebros”); así como ofrecer mecanismos complementarios de continuidad educativa para los mexicanos en Estados Unidos (impactar en el “retorno de cerebros”).
Families and transnational households. Perception of transnationality among students who know how to migrate in the Northwest of Mexico
The present work proposes that the social relations of migrants in the United States and the recipient communities of economic and social remittances in Mexico; through daily interactions generate a series of trans-family relationships, a social learning of knowing how and when to migrate and a series of transnational perceptions among the young students, which would lead them to the possibility of postponing or starting the migratory process. To understand these possibilities, a sample of 414 students of junior high school, high school, and higher education of the border cities of Tijuana, Nogales and Ciudad Juarez was analyzed. It was identified that high school students perceive that they are more likely to suspend their studies by embarking on the migratory process; In the opposite case, middle and higher education tend to have greater permanence in school studies. The work concludes with a proposal for a family intervention model comprising the families "on the Mexican side" and "on the American side". We suggest the inclusion of the trans-family family in educational spaces to facilitate the permanence of school in Mexico (impact on the "brain drain"); As well as providing complementary mechanisms of educational continuity for Mexicans in the United States (impact on the "return of brains")