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

As we can see, these are not homogeneous quantitative samples used to make numbers match. These studies attempt to follow up on the flows of migrant students to determine the causal variables of interaction from different perspectives, including violent tendencies that are present both in the victim and in the aggressor. Thus, the first study was done in the three municipalities with the greatest student body, including Merida, Valladolid, and Tizimin. Ninety percent of interstate migration was due to social insecurity. In the second study, only schools in the municipality of Merida were studied, showing considerable satisfaction among migrant interviewees within the Yucatecan context. In the third study, schools were selected randomly, based on specific zoning. Notwithstanding the quantitative and qualitative adolescent migratory flow, an increase of exclusion, as well as family and social disinterest in the promotion of safe upbringing and development have been demonstrated. The above leads to aggressive behaviors, against the self and others, such as copycat attitudes, drug abuse, or suicide. In 41% of interviews with state and international migrant students and their parents, it was possible to determine the difficulties of sociocultural adaptation to the Yucatecan geographic context. Adaptation to school discipline and regulations was even more difficult to achieve. This was because a meeting had to be held between the student’s parents or tutor and the school’s authorities, to discuss the consensual application of school guidelines. Of course, said guidelines are rarely met with everyone’s consent. One of the salient questions was why those guidelines for student security, both in and out of school, changed, when according to the testimonies of 89% of all migrant families and 20% of international migrant students to Yucatan left their homeland due to social insecurity and nonexistent social justice or communication and participation. Did these rebuffs and omissions allow for the birth of another proactive mental paradigm, as Proshansky, Ittelson, and Rivlin (1978), Nuttin (1982), and Aruj (2008) mentioned? In this case, it was possible to establish that migrant students with irregular, permanently aggressive, or extremely passive behaviors are not to be held responsible for their behaviors since they only repeat what is learned at home, among family members or close adult relatives, such as exclusion and indifference towards the acquisition of values. To better understand this, those managers who were interviewed mentioned that, in this third study, migrant families, both international (31%) and inter-state (10%) were generally very demanding, and expected situations must meet their expectations or their interpretation thereof, in direct contrast with the amicability and willingness to negotiate of most families in Yucatan. Proactive and reactive differences, with a reflection on student life among migrant families, are also mentioned. "…people who come looking for peace are more tolerant, but those who are fleeing from instances of kidnapping, extortion, or homicide are very nervous and excessively aggressive. Therefore, it seems that they tend to vent the anger they carry inside, but there is no point in dumping these issues on those of us who are only in charge of school matters". School administrators mentioned that the families of these impulsive and excitable migrant students generally do not approve of these guidelines. Therefore, the "General guidelines for the establishment of democratic, inclusive and peaceful environments for school coexistence" (SEGEY) were developed and must be signed by all prospective students before enrollment to any school. All school principals mentioned that the families of migrants who present these difficulties in enforcing discipline in school areas, generally also have difficulty enforcing it at home. Social workers that make daily visits to the homes of parents who work all day find there is no one to supervise these children or guide adolescents, in establishing appropriate study habits self-organization, as confirmed by Pederzini (2008). Another aspect has to do with the lack of significant, friendly communication with children, to teach them how to coexist socially, due to disinterest in getting involved with the school performance of their children and, most likely, in their behavior both at home and at school, as mentioned in the OAS study (2010). It was also possible to demonstrate the relevance of these two areas of responsibility during the Coronavirus pandemic that forced students to be homeschooled and schools to find technological strategies to provide distance learnin g 5 5 Schools in Yucatan had already prohibited the use of cell phones inside school premises due to their misuse on the part of some students, against some of their peers. However, these devices became necessary during the Coronavirus pandemic, so in unsupervised homes, there existed no rules for their use by unattended students for their students. Thus, families who were in the habit of overseeing the performance of their children at school found a way to make sure their children would comply with their assignments. Regardless of a family’s socioeconomic status, they used any tool that was made available to them by the educational system to ensure compliance with distance learning 5 television, radio, internet networks, WhatsApp, textbooks, cell phones, etc. Principals describe cases of national and international migrant students of middle, upper-middle, and affluent socioeconomic levels that unfortunately did not have the support of the family to help in facing the consequences of negative actions. For example, a student who came from state X had access to a credit card and, through persuasion, convinced his classmates to provide him with the credit card information of their parents to download the UBER 19 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