Transnational Mothers and School Related Decisions

This article addresses the question of how transnational Mexican mothers negotiate and participate in the educational trajectories of children in the United States and in Mexico. It illustrates how mothers in New York City are central decision-makers in school-related issues in Mexico and in the United States, even when there is lengthy separation from the children in Mexico, language and legal status barriers with children in the United States. This article argues that mothers in New York and grandmothers in Mexico go through similar challenges when interacting with teachers and school staff in both countries, as they feel like they have little power or influence to assist children. Theoretically, this article is rooted in an anthropological tradition of transnational migration and advances a discussion of the role of gender in migration and education. This article shows a “split-screen” format, comparing the experiences observed on both sides of the border regarding school interactions. Data from phone calls and text messages, across border are used to show the reach of mothers in New York goes beyond formal boundaries. Thus, this article shows how Internet and Communication Technologies (ICT) foster regular interactions between mothers and grandmothers, between mothers in New York City and teachers in Mexico, and between separated siblings when they are doing homework and/or playing.