The acculturation process of ethnic youth during their time at the Autonomous University of Zacatecas

Indigenous education in Mexico revealed profound inequalities with respect to the rest of the population. The Sectoral Education Program 2020-2024 established that inclusion and educational equity were fundamental pillars to guarantee social justice. In this context, the research addressed the acculturation process of ethnic youth at the Autonomous University of Zacatecas (UAZ), through life histories and qualitative techniques such as interviews, non-participant observation, and documentary analysis. Historically, indigenous education in Mexico has been marked by acculturation, forced assimilation and castellanization. During the colonial period, missionaries promoted evangelization and established schools with the aim of transforming indigenous identity. Subsequently, in the 19th and 20th centuries, the education system continued to exert pressure to integrate native peoples into the mestizo national culture, perpetuating the marginalization of their identity. In the 21st century, although constitutional reforms and intercultural education programs were implemented, ethnic youth still faced obstacles in higher education. The lack of records on indigenous students at the Autonomous University of Zacatecas (UAZ) highlighted the absence of institutional policies aimed at their inclusion. The research used Grounded Theory and the Expanded Model of Relative Acculturation to analyze the cultural adaptation of these students. Using ATLAS.ti software and Sankey Diagrams, their experiences were represented, making visible the barriers and challenges they faced in their university journey.