Mexico is a multiethnic country with large groups of indigenous populations that experience disadvantages in education due to a quadruple burden of poverty, indigeneity, rurality, and gender. This policy brief proposes alternative practices for improving the educational opportunities for indigenous Maya girls living in the Yucatán peninsula in southeastern Mexico. Based on the experiences shared by the girls and their parents who participated in this research, this brief analyzes the main barriers, perceptions, and levers of support in these communities. The results of this study propose an alternative route to the educational development of populations marginalized by poverty and linguistic barriers, based on the opinion of Maya girls attending public schools at primary, secondary, and tertiary levels in the National Educational System in Mexico administered by the Secretariat of Public Education.
