Symposium on Latin America

Published on Oct. 7, 2025

Updated on Oct. 8, 2025

October 7, 2025

The Cambio Center is pleased to partner with the International Center for the Development of Education (CIIDE) for the 3rd Annual Symposium on Interdisciplinary Research on Latin American Studies: Tuesday, October 14th, 1-4 pm, in Townsend Hall 223 or via Zoom. For more information or the Zoom Link, please email cambio@missouri.edu.

Presentations include results from Brazil, Colombia, Mexico, and the United States. Researchers are based on the University of Missouri (United States) and Uniminuto (Colombia).

Our amazing presenters include the following. Read the full abstracts below:

Abstracts

Mother’s Background and Gender Gaps in the Saber 11 Educational Achievement Test: Evidence from Colombia’s Amazon Region

This study investigates how maternal education and occupational status shape gender gaps in student achievement on Colombia’s Saber 11 exam, with a particular focus on six states in the Amazon region. Although gender disparities in academic performance have been documented at the national level, little attention has been paid to how these patterns manifest in marginalized regions and through maternal background. The Colombian Amazon region is a geographically rural area characterized by dense tropical forests, home to diverse indigenous communities, and marked by socioeconomic disadvantage and limited educational opportunities.

This study draws on two theoretical frameworks: the Education Production Function (EPF) and social role theory. The EPF theory conceptualizes students’ educational outputs as a function of individual, family, and school inputs measured through standardized testing. The social role theory, in turn, posits that expectations about men and women based on the gender roles occupied in families and employment affect students’ cognition and behavior. Building on these perspectives, the study addresses two central questions:(1) To what extent do maternal education and occupational status predict students’ performance in the reading and math domains of the Saber 11 exam? and (2) Does gender moderate the relationship between maternal educational and occupational status and student achievement in reading and math?

The study employs a quantitative design using student-level data from the Saber 11 college readiness test. Multiple regression models were applied to test the effects of maternal education and occupation while controlling for individual and school factors. Interaction terms between gender and maternal background variables were included to assess moderation effects. Assumptions for linearity, normality, and multicollinearity were met. However, heteroscedasticity was found, and robust standard error analysis was applied.

Results indicated that maternal educational attainment is strongly associated with student achievement in both reading and math. Compared to students whose mothers completed only primary schooling, those with mothers who attained secondary education scored approximately 1 point higher in both areas, while students with mothers who completed tertiary education scored around 4 points higher, after controlling for other variables. Maternal occupational status was also significantly associated with students’ Saber 11 reading and math scores (p < .05). Students whose mothers held low-tier jobs scored around 0.86 and 1.30 points lower, respectively, than those with non-working mothers. Similarly, high-tier maternal employment was associated with 1.23-point decrease in students’ math scores compared to the reference group. However, no significant differences were found for the moderation effect of gender on maternal educational level and occupational status on students’ performance in reading and math.

This study contributes to a deeper understanding of how maternal background and gender roles interact to influence students’ educational outcomes in Colombia’s Amazon region. The analysis shows that girls were found in disadvantageous conditions related to family and socioeconomic resources. In the region, family factors interact in ways that can reproduce gender inequalities in students’ performance. This study amplifies contexts often overlooked in national debates and offers insights for advancing equity in education, ultimately informing policies that foster justice and inclusiveness in a region that has been historically marginalized.

LA UNIVERSIDAD VIRTUAL DEL ESTADO DE GUANAJUATO (THE VIRTUAL UNIVERSITY OF THE STATE OF GUANAJUATO): A CASE STUDY ON SOCIAL MOBILITY

In 2019, the Mexican Congress approved an educational constitutional reform, making the provision of public higher education compulsory for the state and establishing the obligation for federal and local authorities (states) to implement public policies to guarantee the conditions that promote access, persistence, inclusion, and participation for all individuals who meet the requirements established by public institutions (OJF, 2019). Nonetheless, this constitutional reform has yet to be accompanied by increased public spending and other measures for its implementation. 

Given the persistent issues of access to higher education for low-income students in Mexico and the documented positive effects of higher education on social mobility, the purpose of this study was to explore the viability of advancing access to higher education through increasing online public higher education. Using the case of the Virtual University of the State of Guanajuato, the study explores how this model has contributed to increased enrollment among historically underserved populations, promoting social mobility for its graduates, and identifies key lessons, implementation challenges, and policy considerations for its expansion in Mexico.

This study aligns with the tradition and concepts of how social mobility has been studied in Mexico, focusing on generational advances in education, occupation, and wealth (CEEY, 2019). Specifically, I examine employability, career advancements, and income improvements related to intragenerational mobility, which refers to movements in the indicator that occur in a relatively short period—typically within an individual’s adulthood (Galiani, 2008). 

Mexico has significant challenges in social mobility; it ranks 58^th out of 82 countries analyzed in the WEF´s Global Social Mobility report. In Mexico, higher education is widely perceived as a pathway to higher earnings. Seventy-six percent of Mexicans believe that the level of education will determine their income, and there is some empirical evidence to support this claim (Aké-Uitz, 2022a). Nonetheless, only three out of 100 Mexicans born in the poorest quintile will reach the wealthiest quintile in their adult life (Aké-Uitz, 2022a). 

The case study gathered information from in-depth interviews and focus groups. Seven in-depth interviews were conducted with educational leadership representatives. All the interviewees are heads of their different areas, including a secretary, director, or coordinator. Two focus groups were conducted, one with five teaching professors and the other with five university alumni. 

Based on interviews with educational leaders and focus groups with teaching professors and alumni, the study reveals how UVEG’s model, characterized by flexibility, accessibility, and affordability, has enabled broader access to higher education. Findings suggest that while online education promotes social mobility under certain conditions, its effectiveness depends on contextual factors such as local economic ecosystems and the individual profile of the graduates. The study offers policy recommendations for expanding online public education and increasing its impact on social mobility in Mexico.

INVESTIGATION INTO SCHOOL-FAMILY PARTNERSHIPS AT AMERICAN SCHOOLS IN BRAZIL: UNDERSTANDING THE CULTURAL CONTEXT

This research examines the dynamics of school-family partnerships within American international schools in Brazil. In recent years, political scandals and an economic downturn have reduced the number of expatriate families, leaving most schools with fewer than 10% expatriate students. Despite this demographic shift, many schools have retained globally oriented mission statements, International Baccalaureate (IB) programs, and expatriate staff, creating tensions as leaders seek to advance internationally minded mission statements in a local context.

The study reviews literature from the United States, international settings, and Brazil on parenting practices that support student success, strategies for fostering school-home partnerships, and cultural phenomena such as the Brazilian jeitinho, which can challenge school operations. The theoretical framework is grounded in Joyce Epstein’s model of overlapping spheres of influence, emphasizing that strong student outcomes depend on deliberate and sustained collaboration between families and schools.

A mixed-methods design was employed. The qualitative component used thematic analysis of interviews with parents, teachers, and school leaders, while the quantitative component analyzed survey responses from 95 parents using the Parent Trust in School (PTS) scale. Three themes emerged: cultural challenges, communication, and trust. Misalignments around attendance, school norms, and curriculum limited partnership strength, while communication practices, though improving, were often inconsistent across platforms. Trust emerged as a relative strength, with high ratings in benevolence and honesty.

The research findings highlight the need for inclusive onboarding processes, refined communication practices, and dedicated partnership teams that align expectations across diverse cultures. Beyond Brazil, this study contributes to the broader conversation on how international schools can navigate cultural complexity, maintain mission integrity, and strengthen trust-based relationships with families in transnational contexts.

Gardening as a STEM+ Ed Lab

The project The Garden as a STEM+ Laboratory seeks to transform the school garden into a learning environment that integrates the STEM+ approach with Design-Based Learning (DBL), within the framework of Design-Based Research (DBR). The project aims to strengthen interdisciplinarity, research, collaborative work, and the creation of a toolbox as a methodological proposal that brings these approaches together.

This project is being developed with teachers and students from the Basic and Middle Education levels at Colegio Tibabuyes Universal, located in Localidad 11 of Bogotá. The proposal emerged from identifying the limited integration of curricular areas and as a response to the need to turn school spaces into integrative learning environments that help address contextual problems.

The garden facilitates experiential and collaborative learning, where students can apply their knowledge to problem-solving. Therefore, the general objective is to transform the school garden into a laboratory-type learning environment with a STEM+ approach that strengthens experiential learning among Basic and Middle Education students through Design-Based Learning (DBL).

The specific objectives are: (1) To analyze the current state of the school garden and its potential as a STEM laboratory, as well as opportunities for curricular integration. (2) To design a pedagogical strategy based on DBL that transforms the garden into a STEM-oriented learning environment. (3) To systematize the experience through a toolbox containing methodologies, resources, and practical guides that facilitate implementation.

The conceptual framework integrates contributions from STEM+ education, Design-Based Learning, and the characteristics of learning environments, all crucial for transforming the garden into an integrative space.

The applied research method is Design-Based Research, which seeks to develop practical and effective solutions to problems identified in educational settings. Through observation and document analysis, the need for interdisciplinary and experiential work in the garden was determined.

Subsequently, the intervention design was developed, planning activities based on STEM and DBL approaches through a design logbook. A usability test of the Toolbox was then conducted with other designers of learning environments.

This was followed by the implementation of the intervention—currently ongoing—which involves introducing the toolbox in the educational institution for appropriation and application.

The next research phases include critical reflection through the collection of data and user feedback from the field, analysis and interpretation of results, and dissemination of findings.

The expected outcomes include curricular integration, development of 21st-century skills, collaborative work, and real-world problem-solving that transform educational processes. Thus, this project promotes innovation, interdisciplinarity, and the construction of new knowledge that can be replicated in other institutions.

Design and Implementation of a Milking Machine Powered by Alternative Energy Sources

Dairy farming in Colombia is one of the main economic activities of the agricultural sector and plays a strategic role in both national food supply and rural employment generation. According to the Ministry of Agriculture, the country has more than 23 million head of cattle, of which nearly 40% are dedicated to milk production. The dairy sector contributes between 2% and 3% of the national GDP and provides direct livelihoods for approximately 320,000 farming families, particularly in departments such as Boyacá, Cundinamarca, Antioquia, Nariño, and Córdoba. However, the sector faces several challenges: the average productivity per cow remains lower compared to developed countries, access to new technologies is limited in many regions, and there is a continued dependence on fossil fuels and traditional machinery.

From an environmental standpoint, livestock production is responsible for a significant share of greenhouse gas (GHG) emissions in Colombia. According to the Institute of Hydrology, Meteorology and Environmental Studies (IDEAM), agricultural activities account for around 59% of the country’s total GHG emissions. Within this figure, bovine production, including dairy farming, contributes emissions from enteric fermentation, manure management, and the use of fossil-fuel-powered equipment. Recent studies estimate that the carbon footprint of milk production in Colombia averages about 5.5 kg of CO₂ equivalent per liter, highlighting the urgent need for mitigation measures. Furthermore, in rural areas, conventional milking equipment often relies on gasoline or diesel engines, increasing operational costs while directly contributing to emissions.

Against this background, the present project focuses on the design and implementation of a milking machine powered by alternative energy sources, eliminating the use of fossil fuels and thereby significantly reducing CO₂ emissions associated with the milking process. The initiative will be carried out in the community of San Miguel de Sema (Boyacá), a municipality whose economy relies heavily on dairy production. However, access to clean technologies in the region is currently limited, and awareness of renewable energy remains low. For this reason, the project has not only a technical component but also a demonstrative and educational dimension, aiming to raise awareness among local farmers about the technical, economic, and environmental benefits of adopting sustainable technologies.

The expected outcomes include: i) the development of a functional milking machine design with zero net CO₂ emissions during operation, ii) a comparative analysis of operating costs versus traditional gasoline or diesel-powered equipment, to demonstrate the economic feasibility of transition for small and medium-scale farmers, and iii) a community outreach program based on workshops and practical demonstrations to increase knowledge and acceptance of clean technologies.

Thus, the project seeks not only to optimize the milk extraction process under sustainability criteria but also to contribute to Colombia’s environmental commitments in terms of emission reduction while strengthening the competitiveness of the national dairy sector. The implementation of alternative energy solutions in dairy production represents a concrete opportunity to advance toward a cleaner, more resilient agricultural model aligned with the Sustainable Development Goals (SDGs).

Educational Escape Room as a Teaching Strategy for Financial Literacy: A Proposal Based on Active Methodologies

Financial education is today a key skill to face the economic challenges of daily life and to make responsible decisions. However, its integration into formal curricula shows limitations, especially in contexts like Colombia, where there are still significant gaps in the understanding and use of concepts such as saving, investment, spending, and credit. In response to this situation, the research aimed to design and implement an innovative teaching strategy that, through active learning, could strengthen the financial skills of university students.

The study was carried out with a descriptive qualitative approach. First, a systematic literature review was done using the PRISMA protocol, which made it possible to identify theoretical references, previous experiences, and good practices related to financial education. Then, an educational Escape Room was designed, supported by Aprendizaje Basado en Juegos (ABJ), Aprendizaje Basado en Casos (ABC), and critical thinking, organized through the phases of the Design Thinking model, to ensure a student-centered proposal focused on solving real problems. The proposal was applied to first-semester students of the Informatics Degree at Universidad Minuto de Dios, using as tools for collecting and analyzing information: a characterization survey, an observation guide, and the monitoring of performance during the experience. 

The results showed progress in the understanding of financial concepts and in the way, students explained their economic decisions. Improvements in teamwork and greater motivation to participate in the activity were also highlighted. These findings support the transforming potential of active methodologies compared to traditional approaches centered only on content transmission. It is concluded that immersive scenarios and ludic narratives help to learn finance in a practical way and contribute to the integral education of young people as critical and aware economic agents, capable of transferring what they have learned to real-life situations. As recommendations, the study suggests expanding this type of experience to other academic programs and exploring future research that measures its impact in the medium and long term.