Study on the Equity Problem at TecNM / Cancún Institute of Technology

• DOI: https://doi.org/10.22533/at.ed.05586226100312

• Palavras-chave: Equity, Learning, Questionnaire, Faculty, Students.

• Keywords: Equity, Learning, Questionnaire, Faculty, Students.

• Abstract:

  This study analyzes the conditions of equity perceived by students and faculty at the National Technological Institute of Mexico/Cancún Institute of Technology (TecNM/IT Cancún), with the aim of identifying the factors that influence the quality of learning and academic development at the institution. The study began with a descriptive approach, applying a 21-item Likert-scale questionnaire to a sample of 538 students and 10 faculty members, all from 8 academic programs in Engineering, Architecture, Business Administration, and Accounting. The theoretical framework contextualizes educational equity in Mexico and Latin America, emphasizing the challenges highlighted by international organizations such as UNESCO and by recent studies on inclusion, educational policies, socioeconomic inequality, and the school climate. It is noted that equity in higher education institutions requires action across many sectors, including teacher training, institutional leadership, and public policies that respect differences. Thus, the results show that, notably, the discrimination most commonly experienced at TecNM/IT Cancún is related to physical appearance, age, and economic and social status, along with political views. Cases were also identified regarding issues such as gender identity, sexual orientation, mother tongue, and , ethnic origin, legal status, and immigration status. This discrimination affects students’ retention at the Institute, their emotional well-being, and their academic performance. The research concludes that, in terms of equity, TecNM/IT Cancún faces challenges related to structural inequalities, discriminatory practices, and a lack of awareness of equality policies. It is proposed to strengthen the institutional culture, update regulations, improve teacher training on inclusion, and design strategies that guarantee safe, respectful, and discrimination-free educational environments. The main results following the analysis of the surveys are included. The findings aim to serve as a basis for future decision-making and continuous improvement within the TecNM system.