<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2007-7467</journal-id>
<journal-title><![CDATA[RIDE. Revista Iberoamericana para la Investigación y el Desarrollo Educativo]]></journal-title>
<abbrev-journal-title><![CDATA[RIDE. Rev. Iberoam. Investig. Desarro. Educ]]></abbrev-journal-title>
<issn>2007-7467</issn>
<publisher>
<publisher-name><![CDATA[Centro de Estudios e Investigaciones para el Desarrollo Docente A.C.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2007-74672021000200135</article-id>
<article-id pub-id-type="doi">10.23913/ride.v12i23.1054</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Experiencias de los estudiantes exitosos de primera generación en la educación superior mexicana: un estudio narrativo]]></article-title>
<article-title xml:lang="en"><![CDATA[Experiences of Successful First-Generation Students in Mexican Higher Education: A narrative study]]></article-title>
<article-title xml:lang="pt"><![CDATA[Experiências de estudantes de primeira geração bem-sucedidos no ensino superior mexicano: um estudo narrativo]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bonilla Murillo]]></surname>
<given-names><![CDATA[Enrique]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Solís Herebia]]></surname>
<given-names><![CDATA[Verónica Sanité]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Autónoma de Tamaulipas  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Autónoma de Tamaulipas  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2021</year>
</pub-date>
<volume>12</volume>
<numero>23</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-74672021000200135&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-74672021000200135&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-74672021000200135&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La diversidad de la población estudiantil dificulta a la universidad poder satisfacer la demanda educativa. Los estudiantes de primera generación (EPG) pertenecen a una población vulnerable por sus características y retos de mantenerse en su trayectoria escolar. Los EPG son los primeros en sus familias en asistir a una universidad; por lo tanto, enfrentan retos complejos como no conocer la cultura escolar, tener bajo rendimiento académico, dificultades económicas y típicamente no tienen un proyecto académico. El propósito de este estudio, por tanto, fue conocer a través de sus historias las experiencias de EPG exitosos en la educación mexicana. Se utilizó un método cualitativo con enfoque narrativo. Se colectaron datos de cuatro participantes a través de entrevistas narrativas de profundidad para encontrar cuáles fueron sus retos, sus sistemas de apoyo y sobre todo su motivación hasta alcanzar el éxito. Las historias narradas demuestran que la visión clara sobre lo que quieren profesionalmente y habilidades emocionales como la motivación y la resiliencia les permitieron conseguir sus metas académicas. Sin embargo, cabe resaltar que no todo debe depender de los EPG, pues la universidad tiene la obligación de proveer el apoyo que los estudiantes necesitan de acuerdo a sus necesidades.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The diversity of the student population makes it difficult for the university to meet the educational demand. First-generation students (EPG) belong to a vulnerable population due to their characteristics and challenges of staying in their school careers. EPGs are the first in their families to attend college; therefore, they face complex challenges such as not knowing the school culture, having poor academic performance, financial difficulties, and typically do not have an educational project. This study aimed to understand the experiences of successful EPGs in Mexican education through their stories. A qualitative method with a narrative approach was used. Data were collected from four participants through in-depth narrative interviews to find out their challenges, support systems, and motivation that allowed them to continue until they reach success. The narrated stories demonstrate that a clear vision of what they want professionally and emotional skills such as motivation and resilience enable them to achieve their academic goals. However, it depends not only on the EPGs; the university must provide the students' support according to their needs.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A diversidade da população estudantil dificulta o atendimento da demanda educacional da universidade. Os alunos da primeira geração (EPG) pertencem a uma população vulnerável devido às suas características e desafios de permanência na carreira escolar. EPGs são os primeiros em suas famílias a frequentar a faculdade; portanto, enfrentam desafios complexos como não conhecer a cultura escolar, ter baixo desempenho acadêmico, dificuldades financeiras e, normalmente, não ter um projeto acadêmico. O objetivo deste estudo, portanto, foi conhecer por meio de suas histórias as experiências de EPG de sucesso na educação mexicana. Foi utilizado um método qualitativo com abordagem narrativa. Os dados foram coletados de quatro participantes por meio de entrevistas narrativas em profundidade para descobrir quais eram seus desafios, seus sistemas de apoio e, acima de tudo, sua motivação para alcançar o sucesso. As histórias contadas mostram que a visão clara do que desejam profissionalmente e as competências emocionais, como motivação e resiliência, permitiram que atingissem seus objetivos acadêmicos. No entanto, deve-se destacar que nem tudo deve depender dos EPGs, pois a universidade tem a obrigação de fornecer o suporte de que os alunos precisam de acordo com suas necessidades.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[enseñanza superior]]></kwd>
<kwd lng="es"><![CDATA[estudiante universitario]]></kwd>
<kwd lng="es"><![CDATA[sociología del estudiante]]></kwd>
<kwd lng="en"><![CDATA[higher education]]></kwd>
<kwd lng="en"><![CDATA[student sociology]]></kwd>
<kwd lng="en"><![CDATA[university student]]></kwd>
<kwd lng="pt"><![CDATA[ensino superior]]></kwd>
<kwd lng="pt"><![CDATA[estudante universitário]]></kwd>
<kwd lng="pt"><![CDATA[sociologia estudantil]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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