Abstract

This study is non-experimental quantitative, of a descriptive nature. We evaluated variables, dimensions of communication, support, and knowledge of the school. Correlations between the indigenous ethnic group, the school vulnerability, and a head of household adult were researched. It is possible to state that the support and the participation of the families belonging to the indigenous ethnic groups are higher than those of the nonethnic families. It can also be established that the families that show greater participation and family support in the educational processes are those which have an adult responsible for the student.