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dc.contributor.authorO'Leary, Anna Ochoa
dc.date.accessioned2012-04-18T22:10:11Z
dc.date.available2012-04-18T22:10:11Z
dc.date.issued2004
dc.identifier.issn0732-7749
dc.identifier.urihttp://hdl.handle.net/10150/219213
dc.description.abstractThis paper summarizes quantitative and qualitative findings from a 1999 study of Mexican-origin households in Nogales, Arizona. An important finding shows that women’s educational progress is facilitated with social support, and more importantly, that a household’s investment in the education of its members is significantly raised with the increase in the education attainment level of the female head of household. These findings form the premise for arguing that by systematically building on existent cultural frameworks for social support that advance women’s educational progress, the chances for educational attainment for all Mexican-origin persons are improved.
dc.language.isoen_USen_US
dc.publisherUniversity of Arizona, Mexican American Studies and Research Centeren_US
dc.relation.ispartofseriesMASRC Working Paper Series;en_US
dc.relation.urlhttp://mas.arizona.edu/node/658en_US
dc.rightsThe MASRC Working Paper Series © The Arizona Board of Regentsen_US
dc.titleSocial Exchange Practices among Mexican-Origin Women in Nogales, Arizona: Prospects for Education Acquisitionen_US
dc.typetext
dc.typeBook
dc.contributor.departmentUniversity of Arizona, Mexican American Studies and Research Centeren_US
dc.identifier.oclc793456038
dc.description.collectioninformationThe goal of the Mexican American Studies & Research Center's Working Paper Series is to disseminate recent research on the Mexican American experience. The Center welcomes papers from the social sciences, public policy fields, and the humanities. Areas of particular interest include economic and political participation of Mexican Americans, health, immigration, and education. The Mexican American Studies & Research Center assumes no responsibility for statements or opinions of contributors to its Working Paper Series.en_US
refterms.dateFOA2018-08-26T11:15:51Z
html.description.abstractThis paper summarizes quantitative and qualitative findings from a 1999 study of Mexican-origin households in Nogales, Arizona. An important finding shows that women’s educational progress is facilitated with social support, and more importantly, that a household’s investment in the education of its members is significantly raised with the increase in the education attainment level of the female head of household. These findings form the premise for arguing that by systematically building on existent cultural frameworks for social support that advance women’s educational progress, the chances for educational attainment for all Mexican-origin persons are improved.


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