Global Journal of Management and Business Research, G: Interdisciplinary, Volume 23 Issue 1

used. This hypothesis holds that the greater the amount of contact between in-group and out-group among students, the more likely a decrease in negative stereotyping toward the latter, which is generally the minority group. Results of the first quantitative study showed that a significantly higher percentage of students surveyed did not show any rejection toward immigrants, whereas the majority of teachers considered immigrants affected the overall performance of the group and the prestige of the school. The study also showed the effects of aggressiveness and discrimination against immigrants among students and school staff. The greater the number of immigrants attending school, the less implicit the prejudice, thus confirming the contact hypothesis. The opposite is true when the number of immigrants attending schools decreases, which represents a model of intercultural education with values and standards that are compatible with various social and cultural practices, in direct contrast with the multicultural model. According to Gilbert (1998: 24-35) the first migration in Mexico took place, back and forth, from the countryside into larger cities, by people looking to improve family income. Gilbert also stated that the effects of natural disasters, such as the earthquake of 1985 in Mexico City, also led to migrations. However, this author holds that the two aspects to consider in a safe, healthy human environment are employment and housing. Similarly, Varela, Ocegueda, and Castillo (2017: 1-25) state that the active pace of the states and the sources of employment are fundamental for the improvement of the living standards of all households. Thus, they mention both internal and local migration, especially toward big cities. The asymmetry of prosperity between states is focused on better quality of life and the tracking of better-paid jobs for the unemployed, as well as for the employed in search of better financial conditions, thus leading to internal migration and the necessary improvement of city services on the part of recipient states. Ramos (2017: 2) reflects on the need to emphasize the importance of migrant students that attend school. The challenge lies in adapting education to the multicultural context, based on the three principles of integration, equality, and interculturality since all school migrant populations have three basic requirements: linguistic (language), curricular (educational programs,) and tutorial (personalized support). The author stated that there should also be an adjuvant relationship between the sending and the recipient countries, mainly among civil registry offices because migration into Mexico generally occurs from Guatemala, Honduras, and El Salvador via the state of Chiapas, which means there is a severe need for customs control and supervision. Vargas and Aguilar (2017: 1-10) established a more in situ concern related to the Trump anti-immigrant policies that, following statistics of the Department of Homeland Security, are being complied with. These policies became the stepping-stones to power for Donald Trump in 2017-2021. Therefore, we must focus on the question of whether the Mexican Educational System is capable of receiving all the children of fellow compatriots being deported, even though early and primary education is acceptable, but secondary level education is not. One other challenge mentioned has to do with legislation. In 2012, Article 3 of the Constitution established the compulsory nature of Secondary Education. Since 2019, however, this compulsory nature extended to Higher Education, making education at all levels compulsory in Mexico. However, one has to wonder whether this also applies to all these school levels in the case of possible deportees. This author also mentioned the high level of non-attendance and absenteeism among migrant students in early, primary, and secondary level education, compared to these issues among non-migrant students. Muro (n.d 1-16) delves deeper into the situation of migrant adolescents from Zacatecas, who traditionally drop out of secondary school and travel to the United States and whose transit has become a routine event occurring for generations. However, once on American soil, families from Zacatecas choose not to enter any school system so a dropout culture becomes ingrained among these migrant students. This migratory culture among Zacatecan adolescents is governed by compliance with the rules of migrant peers who have acquired the financial means to purchase real estate and have thus accessed a much higher standard of living in comparison with their fellow citizens. This becomes quite a magnet for traveling that has made migration the first option for achieving a better life within the local culture. The author states that, while the United States makes efforts to bring these adolescents back into school systems, such efforts are usually unsuccessful. Authorities of the Secretary of Public Education (SEP) in the state of Zacatecas have shown little interest in solving educational lagging with the establishment of ESL learning programs and undertaking actions for the gradual reduction of this culture of migration that leads to a growing disinterest in secondary education among local adolescents. According to these studies, the language barrier (Limited English Proficiency or LLP) is only one of the many limitations that migrant students must face. In their study on migration flows from an early age, Giorguli and Serratos (n.d 313- 338) present the costs and benefits of this phenomenon, and pose the question of whether remittances from international migration might be responsible for promoting 9 Global Journal of Management and Business Research Volume XXIII Issue I Version I Year 2023 ( )G © 2023 Global Journals Mass Migration of Students: Analysis of the Geopolitical and Social Contexts of Origins