Violence against women is a global health problem. Some pathological personality traits have been associated with violence. However, the relation between personality type and dating violence, especially in Mexican students, is not fully known. Therefore, the aim of this study is to evaluate the relation between personality type and dating violence in female university students of the State of Mexico, Mexico. Cross-sectional study conducted from February to September 2019 at a private university in the State of Mexico, Mexico. Female students of the bachelor’s degrees in the field of health sciences were included. Socio-demographic data, dating violence, and personality type were evaluated through questionnaires. Adjusted logistic regression models were applied, using STATA v.13. Students with an extroverted personality were 2.45 more likely to suffer dating violence (95% CI 1.29 to 4.63), adjusted for covariates. Those who reported childhood abuse (OR = 2.33, 95% CI 1.08 to 5.01) and whom their partners had a history of drug use (OR = 2.78, 95% CI 1.17 to 6.60) or who currently use drugs (OR = 4.85, 95% CI 0.92 to 25.7), were more likely to suffer dating violence, adjusted for covariates. Students with extroverted personality were more likely to experience dating violence, compared to those with introverted personality. The results show the need to produce further research to identify specific traits within extroverted female population which makes them vulnerable to dating violence.

This paper presents an estimate of the prevalence of social inequality in accessing higher education among vulnerable groups in Mexico. Estimates were determined from statistical data provided by governmental agencies on the level of poverty among the Mexican population. In Mexico, the conditions of poverty and vulnerability while trying to access better standards of living as well as educational inequality continue to grow at an alarming rate. The number of poor (extreme and moderate) and vulnerable people (according to income and social need) increased from 2008 through 2010 dramatically. The number of people in this situation went from 89.9 million to 90.8 million, which represents 80.64% of the total Mexican population. Only 19.36% of the population is not considered poor or vulnerable.The access to higher education is not distributed uniformly throughout the Mexican youth since they belong to different social and economic strata: the least developed regions carry the largest share. Consequently, educational opportunities are unequally distributed mainly across age and gender factors. A distribution imbalance is also found with regard to gender throughout the population observed and analyzed: indigenous females have a significantly higher risk of not having access to higher education than males.

This paper attempts to present a critique of the concept and meaning of the term social accountability at university level from a critical point of view. The main objective is to analyze and re-build the term accountability in order to contextualize it for public universities. First, we present the importance of the idea of accountability in universities as a way of being and acting. Then, a comprehensive literature review is presented referring to the term University Social Responsibility (USR, hereafter) using the economic thinking of Milton Friedman and Edward Freeman. Subsequently, we look at the meaning of USR within the framework of higher education. Finally, we conclude that it is necessary to rethink the idea of university accountability as opposed to the current policy of USR affecting the policies implemented for public universities.

El presente artículo deriva de una investigación cuyo objetivo fue el análisis de las vivencias de jóvenes que han sido objeto de acoso escolar, desde una perspectiva psicoanalítica. A partir de experiencias narradas por los participantes, se reflexiona su implicación desde el concepto de pulsión. Se trabajó con 6 estudiantes del nivel medio superior de una escuela del Estado de México, mediante una entrevista semiestructurada y el Test de Apercepción Temática (TAT). La información se analizó a partir de las categorías de análisis: percepción de sí mismo, historia familiar y contexto socio-escolar. Vivirse con inferioridad, mostrarse complaciente ante los otros y ser vulnerable al maltrato permite formar parte del grupo familiar, escolar y relacionarse con la pareja; situación que conduce a repetir experiencias de violencia donde se manifiesta la pulsión de muerte.