Abstract
The objective of this paper was to measure the percentage of intergenerational social mobility of educational opportunities of students in the first semester of the Public Accountant program with respect to the academic degree attained by their parents. The data collection technique used was the survey of the Espinosa Yglesias Study Center, ESRU-EMOVI 2023, specifically section III, which corresponds to the educational trajectory of the interviewee and his or her parents. For the methodology, a quantitative approach was used, with a descriptive scope and cross-sectional cut. The descriptive-comparative analysis shows evidence that supports hypothesis H1: higher education institutions in rural localities represent an opportunity for intergenerational educational social mobility among first semester students of the Public Accountant program of the Instituto Tecnológico Superior de Nuevo Casas Grandes and their parents. In this way, the impact that this institution has on the socioeconomic progress of individuals by providing them with greater opportunities for development is evident. Additional findings in the parents analyzed were that women have a higher educational level than men. It is concluded that educational institutions in rural areas increase intergenerational social mobility by providing the opportunity for the socioeconomic progress of individuals and communities.
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