University of Ciego de Ávila Máximo Gómez Báez
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ISSN: 2309-8333
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RNPS: 2411
|14|2026|
This is an Open Access article under the license CC BY-NC-SA 4.0 (https://creativecommons.org/licenses/by-nc-sa/4.0/)
Estrategia y Gestión Universitaria EGU
Scientific and technological
research article
How to cite:
Chi-Pool, J. A., Cruz-
Doriano, S., Mas-Uicab, E. A., Puc Chan, K.
Y., & Puc Cool, Y. N. (2026). Perceived
Effectiveness of the Jóvenes Escribiendo el
Futuro Scholarship, evidence from
University Students in Southeastern Mexico.
Estrategia y Gestión Universitaria
, 14,
e9121.
https://doi.org/10.5281/zenodo.19698906
Received: 03/03/2026
Accepted: 22/04/2026
Published: 30/04/2026
Corresponding author:
scruz@itescam.edu.mx
Conflict of interest:
the authors declare
that they have no conflict of interest,
which may have influenced the results
obtained or the proposed interpretations
.
Perceived Effectiveness of the Jóvenes
Escribiendo el Futuro Scholarship,
evidence from University Students in
Southeastern Mexico
Percepción de efectividad del uso de la
beca Jóvenes Escribiendo el Futuro en
estudiantes del sureste de México
Percepção da efetividade da bolsa
Jóvenes Escribiendo el Futuro entre
estudantes do sudeste do México
Abstract
Introduction: in Mexico, social cash transfer programs aimed
at higher education students have become established as a
government policy instrument focused on promoting school
retention. Objective: to analyze the perceived assessment of
the Jóvenes Escribiendo el Futuro scholarship among students
of the Instituto Tecnológico Superior de Calkiní, considering
its perceived effectiveness, contribution to study continuity,
the use of financial support, and the primary grievances
associated with the program. Method: a descriptive,
quantitative, non-experimental, and cross-sectional study. A
survey was administered to 200 scholarship beneficiaries
through a questionnaire and non-probabilistic sampling.
Results: 83% of respondents rated the scholarship as good,
80.5% considered it effective, 93% stated that it contributes
to the continuity of their studies, and 83% reported that the
support is primarily allocated to school expenses. The main
grievances identified were the insufficiency of the amount
(52%), payment delays (33%), and the bimonthly frequency of
the support (15%). Conclusion: the scholarship is valued as a
relevant resource for sustaining academic continuity and
covering expenses related to the university trajectory.
Keywords: school dropout, higher education, educational
equity, social mobility, social policy
Resumen
Introducción: en México, los programas sociales de
transferencia monetaria orientados a estudiantes de
educación superior se han afianzado como un instrumento de
política gubernamental enfocado a favorecer la permanencia
escolar.
Jair Alberto Chi-Pool
1
Instituto Tecnológico Superior de Calkiní
https://orcid.org/0000-0001-8428-751X
jachi@itescam.edu.mx
México
Sacramento Cruz-Doriano
2
Instituto Tecnológico Superior de Calkiní
https://orcid.org/0000-0002-8837-7114
scruz@itescam.edu.mx
México
Eliana Abigail Mas-Uicab
3
Instituto Tecnológico Superior de Calkiní
https://orcid.org/0009-0000-5590-7484
8040@itescam.edu.mx
México
Karla Yamili Puc-Chan
4
Instituto Tecnológico Superior de Calkiní
https://orcid.org/0009-0006-0992-7832
8048@itescam.edu.mx
México
Yensy Noemi Puc-Cool
5
Instituto Tecnológico Superior de Calkiní
https://orcid.org/0009-0004-5108-5515
8077@itescam.edu.mx
México
Estrategia y Gestión Universitaria
|
ISSN
: 2309-8333
|
RNPS:
2411
| Vol. 14|2026|
| Jair Alberto Chi-Pool | Sacramento Cruz-Doriano | Eliana Abigail Mas-Uicab | Karla Yamili Puc-Chan |
Yensy Noemi Puc-Cool |
Objetivo:
analizar la valoración percibida de la beca
Jóvenes Escribiendo el
Futuro
en estudiantes del Instituto Tecnológico Superior de Calkiní, considerando
su valoración de efectividad percibida, su contribución a la continuidad de los
estudios, el destino del apoyo económico y las principales inconformidades
asociadas al programa.
Método:
estudio descriptivo, cuantitativo, no
experimental y transversal. Se realizó una encuesta aplicada a 200 estudiantes
beneficiarios de la beca mediante un cuestionario y muestreo no probabilístico.
Resultados:
el 83% de los encuestados valoró la beca como buena, el 80,5% la
consideró efectiva, el 93% señaló que contribuye a la continuidad de sus estudios
y el 83% reportó que destina el apoyo principalmente a gastos escolares. Las
principales inconformidades fueron la insuficiencia del monto (52%), los retrasos
en los pagos (33%) y la periodicidad bimestral del apoyo (15%).
Conclusión:
la
beca es valorada como un recurso relevante para sostener la continuidad
académica y cubrir gastos relacionados con la trayectoria universitaria.
Palabras clave:
deserción escolar, educación superior, equidad educativa,
movilidad social, política social
Resumo
Introdução: no México, os programas sociais de transferência de renda voltados a
estudantes do ensino superior consolidaram-se como um instrumento de política
governamental focado em favorecer a permanência escolar. Objetivo: analisar a
avaliação percebida da bolsa Jóvenes Escribiendo el Futuro em estudantes do
Instituto Tecnológico Superior de Calkiní, considerando sua avaliação de eficácia
percebida, sua contribuição para a continuidade dos estudos, o destino do apoio
financeiro e as principais insatisfações associadas ao programa. Método: estudo
descritivo, quantitativo, não experimental e transversal. Realizou-se um inquérito
aplicado a 200 estudantes beneficiários da bolsa por meio de um questionário e
amostragem não probabilística. Resultados: 83% dos entrevistados avaliaram a
bolsa como boa, 80,5% a consideraram eficaz, 93% indicaram que contribui para a
continuidade de seus estudos e 83% relataram que destinam o apoio
principalmente a gastos escolares. As principais insatisfações foram a insuficiência
do valor (52%), os atrasos nos pagamentos (33%) e a periodicidade bimestral do
apoio (15%). Conclusão: a bolsa é valorizada como um recurso relevante para
sustentar a continuidade acadêmica e cobrir gastos relacionados à trajetória
universitária.
Palavras-chave:
evasão escolar, ensino superior, equidade educacional,
mobilidade social, política social
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Introduction
The Jóvenes Escribiendo el Futuro (JEF) scholarship program represents a
public and social policy strategy designed to promote access and retention among
university students experiencing conditions of vulnerability, thereby influencing
their educational trajectories and fostering opportunities for social mobility (Villa,
2020). This intervention is particularly salient in a context where Mexican higher
education confronts significant challenges stemming from the socioeconomic
conditions of families (Blanco, 2023).
Scholarships and educational grants function as mechanisms of economic
compensation that mitigate socioeconomic vulnerabilities and material constraints
related to school supplies, thereby incentivizing continued enrollment (Santana &
Santana, 2025). The importance of such financial aid lies in its role as an
indispensable resource for ensuring university admission, persistence, and
graduation (Reyna, 2023). By providing recipients with a greater likelihood of
completing their studies, these programs enable aspirations toward improved living
standards through upward social mobility (Márquez, 2019). Rochin (2021) notes that
social and economic inequality constitutes a decisive factor in the consolidation of
higher education attainment among youth.
In Mexico, dropout rates at the basic education level have trended
downward, with a recent national average of 0.5%. In contrast, the university-level
attrition rate stands at 8.8%, representing the second-highest rate behind only upper
secondary education (11.6%). Nevertheless, the situation in the state of Campeche
is particularly acute. With a dropout rate of 12.8%, Campeche ranks among the top
ten states with the highest levels of university attrition nationwide (INEGI, 2026).
Bernés et al. (2023) identify key contributing factors to these figures, including
academic difficulties, economic limitations, personal circumstances, and
sociocultural barriers. Cárdenas (2020) characterizes the phenomenon as a
multifactorial manifestation, categorizable into internal issues, represented by
socio-familial and personal situations, and external issues, where structural factors
predominate. Regional research, such as that conducted by Delgado-Aguilar et al.
(2023), indicates that 18.64% of dropouts are attributable to economic factors. This
underscores the critical importance of monetary support in mitigating university
attrition, especially given that in Campeche, the average age of dropout ranges from
16 to 17 years (Mendoza, 2016), precisely the age at which young people typically
commence higher education (Ramírez et al., 2019). Notably, studies in rural regions
with significant agricultural activity suggest that scholarship interventions can
achieve effectiveness rates of up to 43% (Isaac et al., 2018).
During the 2018–2024 period, the Jóvenes Escribiendo el Futuro (JEF)
program was implemented with the objective of supporting undergraduate and
technical higher education students enrolled in public institutions, enabling them to
continue and complete their university studies (Coordinación Nacional de Becas para
el Bienestar Benito Juárez [CNBBBJ], 2025). By the end of 2025, the program had
reached 409,226 beneficiaries, each receiving a monthly stipend of 5,800 pesos,
amounting to a total investment exceeding 28 billion pesos (SEP, 2026).
Despite these figures, entities such as the National Council for the Evaluation
of Social Development Policy (CONEVAL, 2020) have underscored the need for
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adjustments concerning the program's coverage in priority attention regions, the
eligibility criteria for the scholarship, and the indicators employed to measure
outcomes and impact on beneficiaries, particularly regarding the efficacy with which
program objectives are met (Olvera, 2026).
Furthermore, the effectiveness of these programs' implementation, as
perceived from the students' perspective, remains an underexplored area (TECNM et
al., 2024). In the case of the Higher Technological Institute of Calkiní, the analysis
holds particular relevance due to the institution's location in a semi-urban region
with a documented Indigenous population presence (Bienestar, 2025) and
established patterns of socioeconomic lag (Martínez, 2023).
This study analyzes the assessment and perception of JEF program
beneficiaries by addressing the following research question: What is the perception
of students at the Higher Technological Institute of Calkiní regarding the utility of
the scholarship, its relationship to their academic continuity, the allocation of the
awarded funds, and any grievances associated with the Jóvenes Escribiendo el
Futuro scholarship?
The Jóvenes Escribiendo el Futuro program as a social development policy
Mexico implemented cash transfer programs beginning in the 1990s with the
aim of disrupting the intergenerational cycle of poverty and inequality (Ricardi,
2022). In the twenty-first century, the Oportunidades program served as a significant
precursor by explicitly linking the allocation of economic resources to educational
objectives, thereby demonstrating its efficacy in promoting academic success
(Salgado-Hernández et al., 2018). In this vein, social programs seek to bolster
student retention (Reyna, 2023) by facilitating access to the education system and
promoting persistence in academic pursuits (Reyna, 2024).
Currently, the National Coordination of Benito Juárez Scholarships in Mexico
administers the Jóvenes Escribiendo el Futuro program to support students in
continuing their education and attaining professional qualifications (Gobierno de
México, 2025). This social program is regarded as a public policy instrument for social
development aimed at guaranteeing priority attention rights (Ramos & Márquez,
2022), encompassing economic, social, and cultural dimensions in areas such as
education, health, and social security (Santos-Camacho et al., 2021).
The right to education access
According to the Grupo Banco Mundial (2022), each additional year of
schooling in a population increases the likelihood of higher earnings by up to 10%,
thereby contributing significantly to social welfare (Solano, 2023). However, access
to such welfare conditions in Mexico faces challenges, including low higher education
coverage and high rates of economic inequality (Aguirre, 2020). In response, the
Mexican state, adhering strictly to the Universal Declaration of Human Rights (ONU,
1948), mandates through the General Education Law that education be provided on
a compulsory and free basis. Regarding higher education, Article 47 of this law
stipulates that educational authorities are obligated to establish policies promoting
the enrollment, continuation, and graduation of registered students. It is imperative
that the population gains access to higher education (Cámara de Diputados, 2019).
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Overview of university attrition in Campeche
According to the Educational Services Atlas of the State of Campeche
(Dirección General de Planeación, Programación y Estadística Educativa [DGPPYEE],
2022), enrollment in higher education institutions totaled 30,340 students in 2022,
representing approximately 11.8% of the total student population enrolled in any
formal education system during the 2021–2022 academic cycle. This percentage
reveals a concerning scenario for higher education in the state, as it constitutes the
lowest proportion compared to all other educational levels in Campeche. Moreover,
this low enrollment share does not align with the state's demographic distribution,
wherein the age cohort with the highest population concentration is the 15-to-24-
year-old range (accounting for 16.16% of the total population) (Data México, 2025).
Methods and materials
The unit of analysis for this research comprised student beneficiaries of the
Jóvenes Escribiendo el Futuro scholarship enrolled at the Higher Technological
Institute of Calkiní (ITESCAM), a public higher education institution located in the
municipality of Calkiní, Campeche. The study employed a quantitative, non-
experimental, cross-sectional design.
The sample consisted of 200 students (11.26% of the total population),
encompassing both female and male participants ranging from 18 to 25 years of age.
Participants were drawn from various academic programs and were registered in the
2023-2024B and 2024-2025A academic semesters. A non-probabilistic convenience
sampling method was employed, as the sample was derived from students accessible
to the research team during the data collection phase who demonstrated willingness
to participate in the study. Data collection was carried out over an extended period
from May to December 2025, constituting a single cross-sectional wave with
prolonged field implementation.
The data collection instrument was a structured survey questionnaire
comprising both closed- and open-ended questions. The questionnaire consisted of
30 items distributed across the following dimensions: overall assessment of the
scholarship, perceived effectiveness, academic continuity, allocation of funds, and
grievances regarding the program. Responses were recorded via multiple-choice and
open-ended questions. Ten pilot tests were conducted, and necessary adjustments
were implemented accordingly.
The variables investigated were: 1) Scholarship effectiveness, measured
through the perceived value of the scholarship in relation to the objectives of
supporting students who lack economic resources and preventing school dropout;
and 2) Perception, interpreted as the qualities (both positive and negative) and
personal experiences of students concerning the scholarship.
The data collection instrument was validated through expert review (Herrera
et al., 2022). Three of the reviewers are academics in higher education with a focus
on educational program evaluation, while the remaining two experts assessed the
technical soundness of the questionnaire.
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Inclusion criteria were as follows: a) enrollment as a student at ITESCAM
during the data collection period; b) status as an active beneficiary of the Jóvenes
Escribiendo el Futuro scholarship either at the time of survey administration or
within the immediately preceding two-month period; c) age of 18 years or older; and
d) provision of informed consent to participate. Exclusion criteria encompassed
incomplete questionnaires, duplicate responses, and students who, despite being
enrolled at the institution, were not beneficiaries of the program.
Informed consent was obtained from all participants, with assurances that
the information collected would be used exclusively for academic purposes,
maintained under strict confidentiality, securely stored, and anonymized. Access to
participants was facilitated through authorization from classroom instructors. Survey
administration was voluntary and conducted in person.
Data analysis was performed using SPSS version 27, employing descriptive
statistical methods. Absolute and relative frequencies were calculated for each
variable of interest, and distribution charts were generated. Given the non-
probabilistic nature of the sample, findings are interpreted strictly in descriptive
terms and are not intended for inferential generalization.
The research was conducted in three sequential phases:
Literature review, background analysis, and theoretical framework
development.
Questionnaire design, expert validation, and pilot testing.
Fieldwork phase encompassing survey administration and data analysis.
Results and discussion
Perception of the scholarship
Based on the findings obtained from the survey administered to 200 student
beneficiaries of the JEF scholarship, 83% of students perceived the scholarship as
favorable, representing the most substantial proportion of the entire sample. This
finding underscores the importance of the scholarship for students during their
academic tenure. Ranked second, 16.5% rated the scholarship as average. Finally, a
statistically negligible yet present segment of the sample (0.5%) indicated a negative
perception of the support received (Figure 1).
Figure 1
Overall perception of the Jóvenes Escribiendo el Futuro scholarship
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Source: Authors’ own elaboration using survey data (2025).
In the context of studies conducted in regions similar to the Calkiní area,
these results are comparable to the data reported by Palmeros and Ávila (2023),
whose research involving university students at the Universidad Juárez Autónoma de
Tabasco in southeastern Mexico indicates that the perception of policies targeting
students in vulnerable circumstances is favorable.
The findings described herein also align with the contributions of Álvarez and
Reyna (2023) regarding satisfaction levels within the perception of financial support
aimed at university student maintenance at the National Autonomous University of
Mexico (UNAM), where 89% of surveyed students reported feeling either satisfied or
completely satisfied. According to Reyna (2024), the significance of such support lies
in its function as a key instrument for reducing social and economic inequalities by
ensuring that students can overcome financial barriers that constrain their academic
development, thereby enabling them to persist in higher education.
Similarly, at the international level, these results are comparable to those
reported by Rojas et al. (2025) regarding students at the National University of
Caaguazú in Paraguay, who expressed a satisfaction level of 75.8% with the monetary
support provided to continue or complete their higher education.
Perceived effectiveness and adequacy of support
The analysis revealed that 80.5% of students consider the scholarship
effective for the continuation of their studies (Figure 2). This finding indicates that,
for the majority, the scholarship fulfills the program's stated objectives.
Additionally, 17% of students deemed the scholarship minimally effective, a
circumstance potentially attributable to issues and challenges in its implementation,
while 2.5% indicated that the scholarship is neither ineffective nor effective. Figure
5 provides an in-depth examination of the primary reasons cited within the sample
that account for the negative perception. It is important to clarify that efficacy
refers to the program's degree of compliance with the objective of mitigating school
dropout, whereas efficiency pertains to the adequacy of resources and the manner
in which they are administered.
Figure 2
Perception of the effectiveness of the Jóvenes Escribiendo el Futuro scholarship
83
16.5
0.5
0 10 20 30 40 50 60 70 80 90
High
Average
Low
| Jair Alberto Chi-Pool | Sacramento Cruz-Doriano | Eliana Abigail Mas-Uicab | Karla Yamili Puc-Chan |
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Source: Authors’ own elaboration using survey data (2025).
This result aligns with the findings of Santana and Santana (2025), whose
research with students at a Rural Teacher Training College in the state of Puebla,
Mexico, indicated that 55% of respondents found the income from the Jóvenes
Escribiendo el Futuro program (the same program evaluated in the present study)
sufficient, with an additional 5% deeming it more than adequate to meet their
financial needs. Consequently, the scholarship is regarded as effective in this
respect.
Conversely, while the explicit objective of this research does not directly
address academic performance, this dimension is salient within the framework of
effectiveness, given that enhanced performance, as reflected in grades, facilitates
progression through university under more favorable conditions, thereby advancing
the goal of degree attainment. In this regard, Mejía et al. (2024) describe that
students at the Technological Institute of Pinotepa (a context analogous to that of
the Technological Institute of Calkiní) who receive the JEF scholarship demonstrate
improved academic performance and perceive the scholarship as an incentive to
complete their education; that is, the scholarship proves effective.
In contrast, the results presented here diverge from those reported by Rojas
et al. (2025) among Paraguayan students, whose perceptions indicate that cash
transfer support is insufficient to cover basic educational expenses. A majority
(53.2%) of those respondents considered the scholarships to be only moderately
effective.
As illustrated in Figure 2, a smaller yet noteworthy segment of youth
indicated the limited efficiency of the scholarship they receive. In this vein, 17%
attributed this to the constrained purchasing power of the allocated amount, which
in 2025 corresponded to 5,800 pesos disbursed on a bimonthly basis. Respondents
indicated that this sum is less than what is required to cover their academic expenses
at the university, a finding consistent with the data provided by Santana and Santana
(2025), wherein 40% of participants reported a similar circumstance.
Continuity of studies
Figure 3 presents the results concerning the impact of the scholarship on the
continuity of students' education. A substantial 93% of respondents reported that the
80.5
17
2.5
0 10 20 30 40 50 60 70 80 90
Efficient
Not very efficient
Neither efficient nor effective
Ineffective
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scholarship contributes to their continued enrollment, suggesting a high subjective
valuation of the support in terms of perceived academic persistence. In contrast, 7%
of scholarship recipients indicated that the support does not assist them in pursuing
their studies.
Figure 3
Perception of the Jóvenes Escribiendo el Futuro scholarship regarding continuity of
higher education
Source: Authors’ own elaboration using survey data (2025).
Broadly speaking, it can be affirmed that the scholarship fulfills its role by
serving as a fundamental pillar for university retention (Huamanttupa et al., 2026),
while also aligning with the objectives established within the frameworks of social
justice and educational equity. This reflects the conceptualization of education as a
fundamental human right (Organización de las Naciones Unidas para la Educación, la
Ciencia y la Cultura [UNESCO], 2022). In accordance with the model proposed by
Rawls (1999) about equality of opportunity, programs such as the JEF scholarship
seek to level the starting conditions for students from vulnerable sectors by providing
financial resources, thereby preventing economic circumstances from becoming an
obstacle to access and persistence in higher education. This program prioritizes
attention to students enrolled in schools located in Indigenous communities or areas
characterized by high degrees of marginalization (CONEVAL, 2024).
Thus, as noted by Navarro et al. (2025), the support provided through the
federal government's JEF scholarship program in Mexico has, at least in the short
term, established itself as a strategy yielding positive outcomes.
Allocation of scholarship funds
The results regarding the utilization of scholarship funds indicate that the
majority of students (83%) use the scholarship exclusively to cover academic
expenses. Meanwhile, 12% allocate the funds to both academic and personal
expenses, and the remaining 5% utilize the scholarship solely for personal
expenditures (Figure 4). This distribution reflects the significance of this income as
a fundamental source of economic resources enabling young people to afford
expenses linked to their academic training and continued enrollment.
Figure 4
93
7
0 20 40 60 80 100
Yes
No
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Allocation of the Jóvenes Escribiendo el Futuro scholarship funds
Source: Authors’ own elaboration using survey data (2025).
According to Reyna (2023), the primary purpose of scholarships is the
reduction of economic inequalities among youth, enabling them to afford essential
goods and services within their educational trajectory, such as food and
transportation, while also facilitating the acquisition of books, supplies, and access
to information and communication technologies.
Within the state of Campeche, Rafael et al. (2024) indicate that the principal
economic needs of university students pertain to food, transportation, and access to
technological tools, factors whose absence predisposes students to university
dropout.
The results coincide with those of Santana and Santana (2025), who report
that among students at the Rural Teacher Training College in Puebla, Mexico, the
funds received from the JEF scholarship are directed toward academic expenses
(96%), including the purchase of technological tools such as computers and materials,
as well as internet service fees, followed by family and personal expenses (2%,
respectively).
Similarly, the findings are consistent with those reported by Adame and
Bartolo (2022) concerning students at an Urban Teacher Training College in
Guerrero, Mexico, where university students indicated that the support received is
predominantly allocated to transportation costs, study and practicum-related
expenses, and food.
From an international perspective within Latin America, Espinoza et al.
(2022) note that among the advantages of incorporating such policies in the
university sector is a generalized sense of reassurance within students' perception of
their university experience, fostering a trajectory with enhanced opportunities for
degree completion.
Grievances regarding the scholarship
Despite the positive effects of the scholarship, Figure 5 highlights areas
requiring improvement. The data reveal that 52% of beneficiaries consider the
allocated amount insufficient, as it fails to cover all their academic expenses.
83
12
5
0
20
40
60
80
100
School expenses Personal and school
expenses
Personal expenses
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Furthermore, 33% expressed dissatisfaction with the scholarship due to payment
delays. An additional 15% cited discontent with the bimonthly disbursement schedule
(Figure 5). This delineates a central challenge facing the program: while the support
is useful for persistence, it is perceived neither as sufficient nor as entirely timely
in its delivery.
Figure 5
Grievances concerning the Jóvenes Escribiendo el Futuro scholarship
Source: Authors’ own elaboration using survey data (2025).
Mendoza et al. (2020) and data provided by the National Development Plan
(Diario Oficial de la Federación [DOF], 2019) concur that, although these scholarships
have exerted a positive impact in reducing dropout rates, they have also exhibited
deficiencies in practical implementation, thereby affecting their long-term
effectiveness. Such operational shortcomings diminish the program's long-term
impact, as beneficiaries do not always have access to resources when needed,
potentially compromising the academic stability the program aims to safeguard, as
evidenced in the present research concerning the two-month disbursement interval.
At the national level, another area requiring attention is the automatic
allocation of resources to students during their initial semesters of study. This
practice can lead to the instrumentalization of funds and accelerated growth in
national university enrollment without necessarily translating into a commensurate
increase in graduation rates, given that some students opt to drop out once funding
is disbursed at the conclusion of the first semester (Didou & González, 2024). Should
these limitations remain unaddressed, the program's positive impact may be
diminished, thereby jeopardizing its intended purpose.
While 93% of respondents perceive that the scholarship contributes to the
continuity of their studies, the findings suggest that, from the student perspective,
52
33
15
0
0
10
20
30
40
50
60
Payment amount Delayed payments Payments every two
months
Scholarship
application
Payment amount Delayed payments
Payments every two months Scholarship application
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the scholarship functions as a significant support mechanism for sustaining
educational trajectories. Although this result does not permit demonstration of an
effective reduction in dropout rates, it does reflect a widely favorable appraisal of
the program in terms of perceived academic persistence.
The case of Calkiní illustrates that the perceived utility of the scholarship
does not eliminate the material pressures confronting beneficiaries. Although the
majority of students report that the support aids in the continuation of their studies
(93%), over half consider the allocated amount insufficient (52%), and one-third
identify delays in disbursement (33%). Taken together, these findings suggest that
the program enjoys high subjective legitimacy as a retention mechanism yet faces
constraints related to sufficiency and administrative timeliness, which may limit its
perceived effectiveness.
Conclusions
The evidence indicates that the Jóvenes Escribiendo el Futuro scholarship is
perceived by the surveyed students as a significant resource for sustaining the
continuity of their studies and covering expenses associated with their university
trajectory. Nevertheless, these findings do not permit the assertion of an effective
reduction in school dropout rates at a macro level. Rather, the study contributes to
an understanding of how student perception is configured, namely, that the
scholarship is viewed positively and is directly linked by recipients to their academic
persistence, in this case, within a designated priority and marginalized region.
Similarly, the inadequacy of the allocated amount and delays in disbursement
emerge as operational barriers that undermine the program's scope. This suggests
that, although the overall appraisal is favorable, the persistence of grievances
related to the sufficiency of funds and the timeliness of payments constitutes a
critical area for improvement if the support is to fully fulfill its stabilizing function.
Notably, such concerns have been recognized by public policy evaluation bodies
since the program's initial operational phases.
Finally, it is important to specify that the present study provides descriptive
and exploratory evidence regarding student perceptions of the support received.
While the findings allow for a characterization of beneficiary experiences at
ITESCAM, they do not constitute a measurement of causal impact, programmatic
efficacy, or a rigorous outcome evaluation of the program. Such undertakings would
require experimental or longitudinal designs of broader scope.
It is recommended that the administrative design of the support mechanism
be strengthened and that longitudinal, comparative studies employing probability
sampling be developed to enable more robust estimation of the program's effects on
persistence, academic performance, and dropout rates. It is further suggested that
the quantitative approach be complemented with qualitative elements capable of
yielding deeper insight into the dynamics surrounding JEF scholarship support, the
lived experiences of young recipients, and the individual strategies they employ to
maximize the efficiency of the scholarship or to contend with obstacles such as
disbursement frequency, payment delays, and bureaucratic complications
| Jair Alberto Chi-Pool | Sacramento Cruz-Doriano | Eliana Abigail Mas-Uicab | Karla Yamili Puc-Chan |
Yensy Noemi Puc-Cool |
e9121
encountered during the application process. Research initiatives involving larger
populations, from which conclusive findings may be derived using statistically
representative samples, are strongly encouraged.
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| Jair Alberto Chi-Pool | Sacramento Cruz-Doriano | Eliana Abigail Mas-Uicab | Karla Yamili Puc-Chan |
Yensy Noemi Puc-Cool |
Estrategia y Gestión Universitaria EGU
About the main author
Jair Alberto Chi
-Pool: h
e is a professor at the Instituto Tecnológico Superior de
Calkiní and a doctoral candidate at El Colegio de la Frontera Sur. He has published
articles in indexed journals (WoS) and peer
-
reviewed chapters in studies concerning
student happiness and socioterritorial ties within Maya communities. He was
recognized with the 2025 Campeche State Youth Award. His current line of research
focuses on the onto
-
epistemological articulation of Indigenous peoples within the
university.
Declaration of author responsibility
Jair Alberto Chi
-Pool 1:
Conceptualization, Data Curation, Formal Analysis,
Investigation, Methodology, Resources, Software, Supervision,
Validation/Verification, Visualization, Writing
/Original Draft, and Writing/
Review &
Editing.
Sacramento Cruz
-Doriano 2:
Data Curation, Formal Analysis, Investigation,
Resources, Software, Supervision, Validation/Verification, Visualization,
Writing/Original Draft, and Writing
/Review & Editing.
Eliana Abigail Mas
-Uicab 3: Data Curation, Fo
rmal Analysis, Investigation,
Resources, Validation/Verification, Visualization, Writing/Original Draft.
Karla Yamili Puc
-Chan 4:
Data Curation, Formal Analysis, Investigation, Resources,
Software, Supervision, Validation/Verification, Visualization, Writing/Original Draft.
Yensy Noemi Puc
-Cool 5:
Data Curation, Investigation, Resources, Software,
Supervision, Validation/Verification, Visualization, Writing
/Original Draft.
Financing:
Own resources
Special Acknowledgments:
