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In this research, we located in the Puebla Mixteca region to identify the educational situations of normal-school students with migratory experiences between Mexico and the United States. We start by recovering statistical data from educational institutions in the region to identify the conditions in which migrant children, adolescents, and young people (NNAyJ by its acronym in Spanish) are schooled. Subsequently, we present, from a qualitative approach, the trajectories of seven normal-school students articulated to their transnational life situations and schooling. We use for the analysis the notions of biographical situation, training, school capital, and unequal inclusion. Among the findings, we find the importance of school capital in the educational trajectories of these young women and men, at the same time, we recognize processes of unequal inclusion that have an impact on their life projects. With this, we notice that dual nationality (Mexican and American) of 6 of them does not guarantee that the granting States take responsibility for their training processes concerning the transnational reality of their lives. [ABSTRACT FROM AUTHOR]

Students from Mexico, ranging from elementary to university levels, regularly commute across the United States-Mexico border (physically and digitally) to attend class. These individuals are known as transfronterizos/as/istas, terms stemming from the Spanish word for "cross-border" that highlights their bicultural experiences. They are characterized by dual citizenship, frequent travel across a borderland geography, and fluid identities. The unique experience of toggling and acquiring knowledge and experiences from different countries constitutes a distinct identity and movement. Transfronterizos legally cross the border in both directions for various reasons, including for work, healthcare, to escape violence, and seek opportunities; however, the primary aim of this paper is to investigate the occurrence, rationale, and perspectives of cross-border students. What circumstances cause them to cross the border in order to go to school? How does the digital and physical commute affect learning and identity? Are teachers and administrators aware of the challenges and opportunities playing out in their classrooms, virtual and otherwise? These questions are addressed and contextualized through secondary literature and primary interviews with transfronterizos who commute across the border to attend school. The article concludes with a call for more research and policy focused on bilingual education, transparency, empathy, mobility, and an expanded spectrum of identification. [ABSTRACT FROM AUTHOR]

Using original survey data, we analyze the factors contributing to participation and preferences in the 2018 Mexican election among the Mexican diaspora in the United States. Our empirical analysis of public-opinion data reveals that exposure to Mexican mass media is a significant predictor of voting from abroad among immigrants and US-born Mexicans. Diaspora voters' feelings of efficacy, their assessments of Mexican democracy, and structural factors yield mixed effects on the vote from abroad and candidate preferences. The study's design also allows for comparison of the transnational electoral preferences of Mexican emigrants and US-born dual nationals. [ABSTRACT FROM AUTHOR]

In two of the busiest migration corridors of the twentieth century, namely Mexico-US and Turkey-Germany, migrants can today be dual citizens. However, the acceptance of dual citizenship did not occur automatically; instead, it followed a period of legal statuses short of full citizenship. This paper conceptualises such statuses as quasi-citizenship, a transitional equilibrium between the absence of plural citizenship and the existence of transnational migration. Focusing on sending states, the emergence of emigrant quasi-citizenship is thus explained, first, in terms of whether the reciprocal regimes of emigration and immigration states diverge on the acceptance of plural citizenship. Second, the stance towards plural citizenship is explained in terms of the experience with emigration. It is then shown that, in the case of Mexico, the legacy of undesired emigration weakened the incentives to adapt the territorial conception of citizenship to expatriates, hence creating quasi-citizens, and in the case of Turkey, the higher political relevance of expatriates, who could have the host country citizenship, reinforced the external dimension of the ethno-cultural conception of citizenship. [ABSTRACT FROM AUTHOR]

Discusses the implications of dual nationality for Mexicans. Devaluation of the U.S. citizenship; Poverty levels in the U.S.; Impact of the proliferation of the dual citizenship and nationality on the process of assimilation.