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It is widely recognised internationally that participation in higher education is likely to lead to increased opportunities and resources. However, only a minority of learners from Roma backgrounds continue into post-compulsory education. As important research into inclusion continues, more attention must be paid to the identification of practices that can help break down barriers and support the participation of Roma students in post-compulsory education. The research sought to gain insight into particular factors influencing the decision-making processes of three students from Roma backgrounds who chose to pursue an academic pathway. The setting for this qualitative study was a school in Spain located in a socioeconomically disadvantaged and predominantly Roma neighbourhood whose students had never previously participated in pre-university studies (courses preparing students for university entrance). In-depth interviews were conducted with three Roma students in their last year of compulsory education who were about to move on to pre-university studies, as well as with three significant adults: a Roma mother, a Roma role model working at the school, and the school principal. The analysis of participants' narratives suggested that, according to their views, the implementation of a set of successful educational actions involving high expectations, the involvement of Roma families, the influence of positive Roma role models and engagement with dialogic interactions contributed to the continuation of these three Roma students on a trajectory towards post-compulsory education. The study highlights some noteworthy factors that can be involved in transforming a context from one where access to university is not considered to be an option and towards a new one in which university becomes a real choice. [ABSTRACT FROM AUTHOR]

The situation of oppression and discrimination of Roma people is a fact that can be observed in many research studies. This is in conjunction with segregation and unequal educational conditions for Roma students, which do not seem to improve despite economic investment and specific intervention programmes. We understand that these situations are ever-present and structural in our society and that they segregate and exclude and become cultural, social and educational barriers for Roma students to successfully continue their academic careers until they reach university. The aim of this study was to understand the views of Roma students at a university in the south of Spain regarding the factors that had enabled them to overcome the initial difficulties they had faced during primary and secondary education, and which had acted as protective factors against educational exclusion. We have included quantitative data through the use of questionnaires, and qualitative data through the use of interviews. The results suggest that these factors are diverse, intersecting and are not mutually exclusive. Family and teacher support and the presence of a non-segregated environment, as well as personal motivation and self-awareness, are key factors. A relevant finding has been the flexibility of cultural reference models that have allowed them to navigate the exclusionary structures of the school. [ABSTRACT FROM AUTHOR]

In Europe, Roma and immigrant students continue to experience great inequities, as they face the probabilities of educational failure, segregation, and early school leaving. Previous research has shed light on the multiple factors that perpetuate this situation. However, the role played by family involvement and family educational expectations have been considered to a lesser extent. This research delves into how Family Education programmes provided by eight Spanish schools are playing a central role in increasing Roma and Moroccan families' expectations of their children's education. Based on the communicative methodology, this study was conducted in schools located in five Spanish regions. The schools serve minority students from low-socioeconomic status (SES) families and provide Family Education programmes in their own facilities. We applied a convergent mixed methods design, implementing qualitative and quantitative data collection techniques (semistructured interviews, communicative focus groups, communicative daily life stories, and questionnaires). The sample included Roma and Moroccan family members with low SES and teachers involved in Family Education. The results suggest that Family Education is increasing minority families' educational expectations of their children's education. Three elements have been identified as facilitators: 1) the co-creation of a high expectations climate in the schools; 2) the improvement of family members' academic skills; and 3) the generation of new role models. [ABSTRACT FROM AUTHOR]

Research on the school performance of Roma students draws attention to the fact that, although a positive trend can be observed in terms of the success of Roma students in the last decade, we cannot see any meaningful progress, the gap has not been reduced between Roma and non-Roma students (Fehérvári 2015). We examined the phenomenon in Tiszabercel, Szabolcs-Szatmár-Bereg county. It is mainly due to the fact that the basic concept of Anthropology of Education is that social mechanisms are situational, so the solution attempt must also be situational (Delamont 2012). Based on the approach and cause-effect relationship of our research, we tried to map the peculiarities of the institution and its pedagogical practice from the point of view of the catch-up of Roma students in the elementary school operating in the settlement from the sociological perspective of education. During the empirical data collection, we used a qualitative research method, in addition to the analysis of school documents, we conducted semi-structured interviews with elementary school teachers (N=10). [ABSTRACT FROM AUTHOR]

Examining the sense of belonging among Roma elementary school pupils is the goal of this study. 121 fourthgrade Roma kids and 44 parents made up the study's participants. One of the mixed-method designs, the convergent mixed design, was chosen for the investigation. Quantitative and qualitative data are gathered concurrently in this design. Analyses and descriptions of quantitative data come first, followed by analyses and interpretations of qualitative data. Selçuk and Güner's (1999) Sense of Belonging Scale was applied to Roma students in the study's quantitative component. One of the qualitative research designs, the case study design, was applied in the qualitative section. 10 open-ended questions developed by consulting experts were posed to parents of Roma as part of the qualitative dimension. Along with the quantitative results, the responses from the parents were analyzed and evaluated. The study's findings support the notion that Roma primary school kids have a strong sense of school belonging. Additionally, it was discovered that girls had a considerably higher degree of school belonging than boys. [ABSTRACT FROM AUTHOR]

You-Too, a newly developed teaching and learning methodology in mental hygiene for college-age students, focuses on individual needs and uses their motivational power instead of trying to solve perceived or real social problems. This paper presents the theoretical background and main features of the method, as well as the anthropological observations we made during its operation.1

The current paper aims to shed light on the problem of Roma students' school performance through the perception of teachers. We examine the phenomenon at the level of locality, relying on qualitative research methodology. The empirical data collection was carried out at the István Király Baptist Primary School in Kótaj, in the county of Szabolcs-Szatmár-Bereg, during which semi-structured interviews were recorded (N=15).

Copyright of Special Treatment / Különleges Bánásmód is the property of University of Debrecen and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study used semi-structured interviews to explore the career development process and influencing factors among eight Roma students. Following the analysis, eight areas emerged: 1) criteria for choosing a career option, 2) role models, 3) proactive personality, 4) support, 5) barriers, 6) work values, 7) critical consciousness, and 8) relevance of career guidance. The results show that the family is an essential source of moral support, role models, and persuasion in choosing certain educational and career options. Participants made decisions based on interests in certain areas and had work values predominantly related to prestige and appropriate financial rewards for their needs. All participants received support through positive measures and demonstrated a proactive personality in capitalizing on the support they received and overcoming the barriers they encountered, the most common being financial constraints. All students have a clear picture of how their ethnicity is perceived in society and the labor market and some of them are actively involved in improving the socio-economic context of young Roma.

Copyright of Journal of Pedagogy is the property of Institute of Educational Sciences and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In some European countries, the educational attainment of the Roma population is very low compared to the majority society. This study focuses on what supports the higher education pathways of Roma youth by using empirical data. Thirty-one Roma students, whose academic advancement was supported by a Roma Student Society, and ninety-three students who did not receive support participated in the study. The students in the control group got further subdivided into three groups based on their socioeconomic backgrounds, so four groups in total were included in our analysis. The research was conducted using mixed methodology: we analyzed the texts of reflective essays and data derived from a questionnaire. The results show that the students in the support group have significant external and internal capital in all areas, except for financial capital, which is offset by the social capital provided by their schools and university. It is important to highlight the supportive role of family, in which there is no difference between the Roma Student Society members and the students in the control groups with higher socioeconomic status. In the control group, a minority group emerged with a similar social background as the supported focus group, and they noticeably remain invisible to the institution. Our research also draws attention to the importance of creating and developing an inclusive learning environment that results in significant social capital, not only to retain low socioeconomic groups but also to retain groups with higher social status. [ABSTRACT FROM AUTHOR]

This paper focuses on the reconceptualization of the mathematics curriculum with Roma students presenting a nomadic exploration of the mathematics teaching. An alternative, methodologically privileged, model is proposed which identifies the opportunity for an alternative curriculum from within rather than from a distance. The main aim of the research is to indicate how researching for a curriculum reconceptualization might be enlightened by thinking rhizomatically where common spaces of in-between are constructed by a confabulative conversation between Roma students and the researcher who takes up a nomadic position. Roma students, educational becoming and subjectivities at the level of individuals and situations involved both interact as elements of an unpredictably evolving rhizome which consists of discontinuity, rupture and constantly emerging multiplicities.

The 1989 Convention on the Rights of the Child guarantees all children the right to an education, and this paper focuses on Roma children and that right. The extent of Serbia's strategy documents was reviewed, particularly in light of their responsibility for guaranteeing equity, accessibility, and equal educational opportunities for all children. The study's objective is to assess how content related to the Roma is portrayed in current curricula (N = 16) and textbooks (N = 93) for the 2022-2023 academic year. It was discovered that despite the objectives in each of the analyzed courses (Serbian language, The World around Us, Nature and Society, Music Education, and Civic Education) clearly promote equality, diversity, and mutual appreciation, democratic values, inclusion, and anti-discrimination, none of them explicitly mention the words Roma or the Roma people. Only a few times do the Roma people explicitly appear in textbooks on nature, society, and music, and then only as a numerical representation of the national minority; no mention is made of the positive traits of the Roma people, who have their own identity, tradition, and culture as well as well-known members. The results highlight the need for textbooks to include specific content about the Roma people as fundamental teaching tools. This content should also be included in the curriculum because it would help students of Roma origin feel less excluded and more empowered to participate in school on an equal footing. [ABSTRACT FROM AUTHOR]

In spite of the improvements in the inclusive policies and practices, Roma students are still underrepresented in higher education (HE) in Serbia. The main aim of this study is to ascertain contextual and personal factors of the success of Roma university students. Study participants were Roma studying at four public universities in Serbia who filled in a questionnaire on their familyand school-related experience, and participated in interviews on their educational trajectories, as well as in a two-day workshop dedicated to empowering students through reflecting upon their educational trajectories and personal strengths. Qualitative thematic analysis was applied on one open-ended question on life mottos from 89 questionnaires, 20 interviews and their products and elaborations of 16 workshop participants. It showed that psychological and instructional support from parents and teachers, in some cases - peers and Roma NGOs, together with scholarships and affirmative measures by enrolment, were important success factors. Students' life mottos predominantly contained the themes of fight and persistence. Most personal strengths were related to proactivity and optimism. This points to a highly developed psychological capital of Roma university students. Besides continuous financial support, participants stressed that the provision of continuous psychosocial support, informal learning opportunities and opportunities for peer mentorship and networking would result in a higher number of Roma students in HE.

The study intends to present in a comparative manner the research conducted at the University of Pécs and the Eszterházy Károly Catholic University, which focuses on the family background, identity, school-related successes and failures of Roma students studying in tertiary education. The research was supplemented with information collected from the students of the Lippai Balázs Roma College for Advanced Studies at the University of Debrecen Faculty of Education for Children and Special Educational Needs.

Copyright of Special Treatment / Különleges Bánásmód is the property of University of Debrecen and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article proposes a reflection on inclusive schools through the analysis of an international project aimed to reduce absenteeism and school failure for Roma children. The quality and quantity of Roma school attendance and performance are often influenced by the educational strategies and teach­ing models implemented in schools and by school organizations, adopted deliberately or not. An inclusive school is deeply linked to the quality of the school system, and the ability to create positive relationship between teachers and students and among students themselves. What most characterised the project is the simultaneous construction of an inclusive model of school where the concept of inclusion is considered a common good. The project is based on various actions involving teaching staff and Roma and non Roma students, following a systemic approach.

Copyright of Journal of Pedagogy is the property of Institute of Educational Sciences and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study revealed the meaning of the experiences of Roma mothers, having children studying at the primary education level, regarding their children's schools to contribute to the determination and solution of the educational problems faced by Romas in Turkey. This study uses a phenomenological design, which is a qualitative research method. The participants were 11 Roma mothers living in a Roma neighborhood in Istanbul. The participants were selected using the criterion sampling technique. Research data were collected through face-to-face and focus group interviews and analyzed using content analysis. The results revealed that Romani mothers experienced symbolic violence, discrimination, and microassault behaviors in their children's schools. Symbolic violence is institutionally practiced. School administrators and teachers as well as non-Roma parents and students practice discriminatory and microassault behaviors. Roma mothers, perhaps out of desperation, continue to see education as a means to escape from their poor lives. [ABSTRACT FROM AUTHOR]

Reconceptualization of the mathematics curriculum with Roma students adapts a methodologically alternative research model where the researcher explores the common areas of mathematical knowledge. This exploration reveals a rhizome which portrays the possibilities offered to the educational process when mathematics curriculum is oriented towards the culture and the historical present of the students. On the occasion of the birth of a child, a series of mathematical activities which are adapted to their historical present and acquire meaning and substance through everyday life is developed. The developed rhizome gives the opportunity to understand the essence of their daily life and to examine power relations and way of action of this specific cultural group through mathematics. [ABSTRACT FROM AUTHOR]

The Roma, known as well as gypsies, constitute the largest transnational, non-territorial nation. Research has indicated that the majority of Roma students cannot meet school requirements. Teachers' attributions on the causes of Roma students' underachievement have focused on factors such as poverty, illiteracy and different values system. Consequently, developmental factors associated with Roma students' achievement have been understudied. The aims of this study were to investigate within the Greek context if teachers' judgments with the use of an appropriate screening tool can detect Roma students at risk for developmental disabilities and predict their actual language achievement. The study participants were 82 Greek primary school students; 43 Roma students and 39 non-Roma students. The Greek version of the Learning Disabilities Diagnostic Inventory (LDDI) was used as the screening tool. Greek language achievement was assessed through a non-standardized curriculum-based test. Main findings revealed that, according to teachers' judgments, both Roma and non-Roma students were at risk for developmental disabilities; both groups earned low scores on the language achievement test, particularly Roma students; and teachers' judgments had predictive accuracy on students' language achievement. Research findings highlight the need for the universal assessment and differential diagnosis of culturally and linguistically diverse students. [ABSTRACT FROM AUTHOR]

Copyright of Magistra Iadertina is the property of University of Zadar, Department of Teacher & Preschool Teacher Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Internacional de Educación para la Justicia Social is the property of Universidad Autonoma de Madrid and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Interuniversitaria de Formación del Profesorado is the property of Asociacion Universitaria de Formacion del Profesorado (AUFOP) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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Copyright of Journal of Contemporary Educational Studies / Sodobna Pedagogika is the property of Association of Slovenian Educationalists and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Contemporary Educational Studies / Sodobna Pedagogika is the property of Association of Slovenian Educationalists and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Addressing student drop-out or early school leaving has long been a major challenge for education policy makers at both national and international levels. This phenomenon affects all levels of education and has a profound impact on those classes of society that are economically and socio-culturally disadvantaged. This is particularly the case of the largest minority group in Hungary, the Roma, and its roots go back to primary education. Since the 1990s, so from the change of the regime, a positive tendency could have been observed in the completion of primary education, but in secondary school graduation and in obtaining a higher education degree they are still far behind the non-Roma population. In the current study, we identify causes of their learning failures, and we also present a selection of study grants that are available to young Roma students and support them to achieve higher levels of education. We also highlight the difficulties faced by those Roma youth, who have origins in traditional communities but obtain higher educational degrees.

The phenomenon can be encountered day by day that at primary schools there are just a few Roma children among well-performing students, while among students who fail in fulfilling the requirements there are a great amount of Roma pupils. The question may come to the surface intuitively: What are the reasons behind that? The paper aims to discover and explain this problem relying on the relevant literature.

Copyright of Acta Medicinae et Sociologica (AMS) is the property of University of Debrecen and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Oppositional culture theory posits that students who belong to oppressed ethnic minority groups define their ethnic identity in opposition to the majority of students. Minority students might restrict their achievements and effort in schools to gain popularity since they believe that their peers regard investing in pro-school attributes as a betrayal of their own culture and adaptation to the majority culture. Thus, peer pressure might explain why minority students' performance lags behind that of their majority peers. We tested this theory among 584 seventh- and eighth grade (13–14-year-old) students in 38 ethnically diverse Hungarian classrooms. We conducted a vignette experiment in which students rated the "coolness" of fictive vignette persons whose attributes (GPA, effort, and school behavior) were randomly combined. Each student rated 12 randomly chosen vignettes. We found that Roma students rated their peers as less popular if the peers had a good GPA in classrooms with high ethnic diversity. We did not find a significant Roma/non-Roma gap in pro-school attributes in other domains such as effort and school behavior, or in non-pro-school attributes in any domain. Accordingly, we conclude that differences in ethnic identity explain little of the Roma/non-Roma achievement gap in Hungarian schools. Therefore, oppositional culture between Roma and non-Roma students appears to occur in context-specific and sporadic ways in Hungary. [ABSTRACT FROM AUTHOR]

Copyright of Teoría de la Educación. Revista Interuniversitaria is the property of Ediciones Universidad de Salamanca and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Special Treatment / Különleges Bánásmód is the property of University of Debrecen and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In this paper we aim to identify ways to prevent and manage the inequality in education of Roma students. The research was based on the application of a questionnaire and an interview to teachers teaching Roma students in schools. The results of the survey and interview highlights important issues related to the discrimination of Roma students from both students and teachers. In addition, the responding teachers offer timely attempts to prevent and manage different types of discrimination against Roma students. The main ways of manifesting inequalities in Roma students, as teachers perceive, are the prejudices related to the social status of the Roma, the financial situation, as well as their isolation in communities far from the Romanian pupils. The article presents examples of good practices on preventing and managing discrimination situations for Roma students at school level. [ABSTRACT FROM AUTHOR]

This case study focuses on education in three K-8 schools in Medjimurje County, Croatia. The object of inquiry is the development of successful educational practices for Roma students. Until recently, only a limited number of Roma students completed basic K-4 schooling. Today all students at these three schools complete K-8 education, with some Roma students going on to pursue secondary and tertiary education. We examine some of the processes that took place in creating the change, along with the principals', teachers', and Roma assistants' views and actions. [ABSTRACT FROM AUTHOR]

This study analyses the functioning of a school as a social system in an atypical context with the purpose of generating propositions to tackle educational problems confronted by socially and economically disadvantaged groups attending these schools. Adopting the constructivist grounded theory, the analysis suggests that there is a kind of 'vicious cycle' in the functioning of this atypical school, which adversely affects the school system. Breaking the vicious cycle involves five basic propositions: (1) making school a better place than students' homes, (2) overcoming the enduring difficulties of working in an atypical school, (3) multiplying learning opportunities, (4) prompting parents to assume more responsibility, (5) locating leadership that makes a difference. These propositions clarify the significance of informal subsystems, school community and the wider environment along with their enabling and blocking effects on a disadvantaged school system. Parallel to other studies on disadvantaged schools, the study highlights the need to refine the orthodox view of the concept of formal education and school, as well as the role of school principal, teachers and parents affiliated with atypical schools. [ABSTRACT FROM AUTHOR]

In this study, the focus is put on the process by which the different educational actors – in this case mostly teachers – produce the image of Roma students and how a critical and engaged ethnography can show how ideas related to Roma culture, identity and integration play a role in the making of Roma students. Through this we can understand more thoroughly how the processes through which the categories that are meant to interpret the complexity of social processes or bring about positive changes become instruments that actually reinforce discriminative practices.

The main goal of the paper is to analyze educational achievements of Roma students in the lower grades of compulsory education in Serbia, as well as to find out what is the influence of the socio-economic status and the quality of education on the educational achievements. The main source of data is the Grade 3 National Assessment Study which is implemented in Serbia during year 2004. The results show that there is big gap regarding to the educational achievements between Roma and non-Roma students (average score of Roma is more than 130 points behind of national average; about 50% of Roma students do not develop even the basic mathematical and language literacy; and the repeating rate is about 11%). Secondary analysis of the results shows that about 40% of this gap can be explained by the lower socio-economical status of Roma, and about 60% is determined by the lower level of education quality delivered to Roma students in Serbian schools. Moreover, based on the analysis, some aspects of the lower education quality are determined: Roma students are in higher extent than non-Roma students into the classes with the lowest education quality, teachers have lower expectations from Roma students and support them in less extent, curriculum is "shortened" and "simplified" for Roma, etc. The conclusion of the study is that without waiting for general improvement of living and social conditions in which Roma population live in Serbia, there is big space for improvement of education quality delivered to Roma students in Serbian schools.

Copyright of Economica (1585-6216) is the property of College of Szolnok and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article presents the results of a research study focused on the role of teaching assistants involved with socially disadvantaged students. Forty-six interviews were conducted with school principals, teachers, teaching assistants and socially disadvantaged students from 10 schools in the Czech Republic. The authors used thematic analysis of the interviews to identify five core categories relating to the teaching assistants’ role: (a) support for students and teachers during classes, (b) tutoring socially disadvantaged students, (c) support and mediation of communication between the school and the families of socially disadvantaged students, (d) support for teachers arising from the knowledge of ethnic minorities and their culture and (e) assistant as a role model. The implications for practice and research are discussed. [ABSTRACT FROM PUBLISHER]