Over the past two decades, more than half a million children—mostly born and educated in the USA—have arrived in Mexico from the USA because of their parents' return migration. The aim of this paper is to analyse the relationship between their national identification, school trajectories and US nationality in a border city with high return migration. The methodology is based on the analysis of a school survey and semi‐structured interviews with transnational students. The results show that: binational identification was higher when students had intermediate schooling in both countries; identification with the USA decreased and identification with Mexico increased with more years in Mexican schools; and school trajectories were more relevant than nationality in defining binational identification. The majority of students identified as binational because their migration histories and transnational life experiences allowed them to be bicultural, despite the diffusion of mononational ideologies in schools.

中文翻译：

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来自墨西哥西北边境的美国跨国学生的国民身份证明


在过去的二十年里，超过五十万儿童（大多数在美国出生和接受教育）由于父母的回国移民而从美国来到墨西哥。本文的目的是分析他们的国家认同、学校轨迹和美国国籍在回流移民率高的边境城市之间的关系。该方法基于对学校调查和对跨国学生的半结构化访谈的分析。结果表明： 当学生在两个国家都接受过中学教育时，双重身份认同更高;随着在墨西哥学校学习的年限增加，对美国的认同度降低，对墨西哥的认同度增加;在定义双重国籍认同方面，学校轨迹比国籍更相关。大多数学生认为自己是双国籍学生，因为他们的移民历史和跨国生活经历使他们成为双文化学生，尽管单一民族意识形态在学校中传播。