Educational trajectories of Latin American women living in Spain: An intersectional and biographical perspective

Abstract

The education of migrant women is a topic that has seen little research in the Spanish context. This article contributes to this area by analysing the educational trajectories and experiences of Latin American migrant women in Spain, focusing on formal and non-formal education from an intersectional and biographical perspective. The study has a qualitative approach, based on 12 biographical-narrative interviews with Latin American migrant women. The educational trajectories of these women are shaped and conditioned by the intersection between the axes of inequality, gender, and migration conditions. They suffer situations of inequality and vulnerability that hinder, in some cases, the development of educational activities (formal and non-formal, whether in schools and universities or third sector institutions). It is observed that the participation and completion of educational processes contributes to social cohesion in the host country in the interest of equity.