Methodological discussion of the analysis of Access, Retention, and Graduation of indigenous and Afro-descendant students in Higher Education

Abstract

The article explores the access, permanence and graduation of indigenous and Afro-descendant peoples in higher education institutions in Nicaragua, under the paradigm of Creation and Recreation of Knowledge, Wisdom and Practices (CCRISAC). It uses a pluralistic methodological approach that integrates hermeneutical (manifest and latent content analysis), ethnographic (participatory observation), statistical (survey and Likert scale) and symbolic interactionism (open interviews) tools.

The research focuses on understanding educational dynamics through interaction with key actors (students, parents, universities, MINED and NGOs), highlighting the importance of experience and collaboration in the data collection process. Strategies are established to guarantee methodological rigor and strategic organization in implementation. This study provides a comprehensive framework that combines qualitative and quantitative methods to analyze and improve educational inclusion in the region.