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Article
Publication date: 31 July 2023

Dorottya Kisfalusi

Teachers’ ability attributions play an important role in students’ educational outcomes. Perceptions of academic abilities, however, are subject to biases. This study aims to…

Abstract

Purpose

Teachers’ ability attributions play an important role in students’ educational outcomes. Perceptions of academic abilities, however, are subject to biases. This study aims to examine ethnic biases in homeroom teachers’ ability attributions in Hungarian primary schools.

Design/methodology/approach

Using a unique database combining survey data collected among teachers with administrative data on students’ standardised test scores, the author compares ability attributions towards equally competent minority and majority classmates (Nstudents = 604, Nclasses = 34 in Grade 6; Nstudents = 420, Nclasses = 27 in Grade 8).

Findings

The author finds that Roma students are less likely to be perceived as smart by their homeroom teachers than their non-Roma classmates with similar standardised achievement scores in Grade 6, but not in Grade 8. The ethnic difference in being perceived as smart is substantially reduced after controlling for students’ socioeconomic status and cultural resources. On the other hand, homeroom teachers perceive Roma students to be similarly hardworking and “good students” than equally competent non-Roma students.

Originality/value

This study highlights an important mechanism that can contribute to educational inequalities. The findings suggest that previously found differences between equally competent Roma and non-Roma students’ teacher-given school grades might arise due to biases in ability attributions rather than differences in perceived efforts. It is important to make teachers aware of potential biases in student assessment and evaluation.

Details

Journal for Multicultural Education, vol. 17 no. 4
Type: Research Article
ISSN: 2053-535X

Keywords

Article
Publication date: 2 January 2023

Anikó Fehérvári

Inclusive education of Roma students is a priority goal of the European Union. However, synthesising analyses reveal precious little progress scored in this area. This study aims…

Abstract

Purpose

Inclusive education of Roma students is a priority goal of the European Union. However, synthesising analyses reveal precious little progress scored in this area. This study aims to explore the factors that have affect Roma students’ academic achievement, specifically, whether the views of their teachers have an impact on the performance besides individual and family background factors.

Design/methodology/approach

A large-sample questionnaire-based research study was conducted in the 2019/2020 academic year involving 4,674 seventh-grade students and 2,656 teachers from 194 Hungarian schools. On a self-admission basis, 374 of the students were Roma.

Findings

In the schools examined, the performance of Roma students is poorer, their commitment to learning is weaker, yet they have a higher opinion of their school and their teachers than their non-Roma peers. The involvement of majority students in extracurricular private tutoring, particularly foreign language learning, is greater. Roma students’ academic achievement is mainly affected by individual background factors, in particular by their school history.

Originality/value

The findings suggest that although the role of the school and pedagogical views is important, they are not predominant factors determining Roma students’ performance. The explanatory power of individual characteristics is stronger than that of school factors. The comparison between Roma and non-Roma students also shows that cooperation between different sectors (education, social and health) would be essential within and outside school in terms of home learning conditions, digital access and student well-being.

Details

Journal for Multicultural Education, vol. 17 no. 3
Type: Research Article
ISSN: 2053-535X

Keywords

Book part
Publication date: 25 October 2023

Dritero Arifi and Ngadhnjim Brovina

This chapter delves into the education of Kosovo's Roma community, shining a light on the obstacles they encounter and the initiatives taken by the government to enhance their…

Abstract

This chapter delves into the education of Kosovo's Roma community, shining a light on the obstacles they encounter and the initiatives taken by the government to enhance their educational prospects. The Roma community represents just 0.5% of Kosovo's entire population and faces significant challenges with low literacy rates and high dropout rates, particularly at lower levels of education. Since Kosovo's independence proclamation in 2008, there have been institutional advancements and partnerships with local, central, and worldwide organisations to improve the education system for the Roma community.

This study aims to provide an in-depth understanding of the educational situation of the Roma community in Kosovo. It recognises their challenges and proposes practical solutions to accelerate their integration and improve their social, educational, and cultural welfare. Various analytical methods, including descriptive statistics and historical analysis, are utilised to conduct comparative and quantitative assessments.

The Roma community in Kosovo continues to encounter numerous challenges, such as economic hardships, lack of education opportunities, and early marriages that often result in school dropouts. However, research highlights the government's dedication to enhancing education conditions and enabling better access to the labour market for the Roma community through proper education and qualifications. Additionally, Kosovo's constitutional and legal framework safeguards the rights of all communities, including the Roma community, regarding education and employment with high standards.

Details

Lifelong Learning and the Roma Minority in the Western Balkans
Type: Book
ISBN: 978-1-80382-522-9

Keywords

Book part
Publication date: 1 September 2022

Edina Kovács, Hedviga Haficova, Tatiana Dubayova, Tímea Ceglédi, Katalin Godó and Martin Kaleja

The aim of our research is to examine network of support persons of the students from marginalized Roma communities in Czech Republic, Hungary, and Slovak Republic. By conducting

Abstract

The aim of our research is to examine network of support persons of the students from marginalized Roma communities in Czech Republic, Hungary, and Slovak Republic. By conducting a qualitative analysis of the examples of good practice, that is, students who have managed to successfully study at a university despite their difficult family backgrounds, we have surveyed the type of support the students received during their studies and the persons who supported them at individual education levels. In the research part, we also analyze the factors which had an impact on the development of their resilient personality and the sources of support which helped them overcome barriers during their studies. The primary support persons were the members of their nuclear families whose emotional, informational, instrumental, and appraisal support was particularly crucial at the primary school. At the next education levels, especially important for respondents was the emotional support they received in the form of encouragement and improvement of respondents’ self-confidence. Teachers are mentioned in the narratives of our respondents as persons engaging in their support and education at the primary and the secondary school. Their supportive influence fades away at the university, which is a pity for our group of students because it is the university environment which is completely unknown to them and so they must rely on the help of peers. A good strategy applied particularly in Hungary is the creation of support groups led by a lecturer-mentor for students coming from marginalized Roma communities which help them during the first days at university. School achievements of respondents were also influenced by other persons who helped them at all levels based on personal sympathies and the established relationships. At the beginning, such persons occur in their life narratives incidentally, but later respondents learned to actively build networks of support relationships as part of their resilient behavior.

Details

World Education Patterns in the Global North: The Ebb of Global Forces and the Flow of Contextual Imperatives
Type: Book
ISBN: 978-1-80262-518-9

Keywords

Book part
Publication date: 25 October 2023

Tinde Kovacs Cerovic, Jadranka Ivkovic, Mónika Kapás and Evgeny Ivanov

Key international and intergovernmental organizations assess the size of the Roma population in Serbia to be around 4–600.000, rendering Serbia among the five countries in Europe…

Abstract

Key international and intergovernmental organizations assess the size of the Roma population in Serbia to be around 4–600.000, rendering Serbia among the five countries in Europe with the highest percentage of Roma population. Although Roma in Serbia have a long history of self-organization, cultural and media organizations, and are formally recognized as national minorities with a National Council of the Roma National Minority as a body with political decision-making influence, the Roma community in Serbia, as in most other European countries, is the most disadvantaged and underprivileged group in the country, often living in underdeveloped neighbourhoods with limited access to social services, especially education and health.

The educational attainment of the Roma population in Serbia, as in other countries in Europe, is far below the attainment of the general population. The education indicators are showing a developing trend, albeit slow. Roma integration policies evolved in Serbia from the early 2000s in the general policy framework of Equity of Education and Inclusive Education and a comprehensive education reform agenda, promoted and legally endorsed by the 2009 Law on the Foundations of the Education System. As the consequence of such an approach, the Roma integration policies intertwined and mutually reinforced with other reform policy areas. The most important post-2000 policies supporting the integration of Roma students into education are the introduction of pedagogical assistants in elementary schools and preschool institutions as a profession, paid from the budget, abolishing the system of school readiness assessment, introducing individual education plans and intensifying affirmative action and scholarships for enrolment in secondary and tertiary education.

Details

Lifelong Learning and the Roma Minority in the Western Balkans
Type: Book
ISBN: 978-1-80382-522-9

Keywords

Book part
Publication date: 30 September 2019

In this chapter, Milena Ivova Ilieva describes the Roma minority in the education system of Bulgaria, where – according to data from non-governmental organizations working…

Abstract

In this chapter, Milena Ivova Ilieva describes the Roma minority in the education system of Bulgaria, where – according to data from non-governmental organizations working directly with the Roma community – the number of Roma people varies between 8-10% of the total population. The situation of the Roma community is characterized by its marginal position in the society at different levels, which stands out more clearly against the process of globalization. Ilieva shows the disadvantages in social situation and presents a general overview of the classification of the Roma Community about educational integration. She analyses the official statistical data and gives reasons for the low education level of Roma in Bulgaria and describes the policy measures for Roma integration after 1989. She concludes that at this stage of their existence, the programs which the Bulgarian State is trying to apply with regard to Roma, are not effective and do not conform to the specifics of the Roma community.

Details

Lifelong Learning and the Roma Minority in Central and Eastern Europe
Type: Book
ISBN: 978-1-83867-260-7

Keywords

Book part
Publication date: 22 November 2019

Panagiota Gkofa

At a European level, despite the numerous policies developed in relation to the inclusion of Roma, Roma continue to be discriminated. With regard to education, Roma children…

Abstract

At a European level, despite the numerous policies developed in relation to the inclusion of Roma, Roma continue to be discriminated. With regard to education, Roma children remain among the lowest academic achievers in all European countries and the same is reported in Greece. This chapter discusses aspects of life for Roma living in Greece, with an emphasis on education: first, it details aspects of Greek Roma’s social and cultural life; second it focuses on Greek Roma’s education (educational situation, policies and supportive programmes for Roma children); third, it presents studies which have started to examine contexts where the Greek Roma have experienced some educational progression against the odds.

Details

Lifelong Learning and the Roma Minority in Western and Southern Europe
Type: Book
ISBN: 978-1-83867-263-8

Keywords

Book part
Publication date: 25 October 2023

Andrea Óhidy

In this chapter, Andrea Óhidy discusses some pivotal issues of the book. Firstly, she shows the common challenges for current and future EU-member states to increase the…

Abstract

In this chapter, Andrea Óhidy discusses some pivotal issues of the book. Firstly, she shows the common challenges for current and future EU-member states to increase the participation and success of Roma people in education and lifelong learning. Then she discusses policy strategies and measures for Roma Inclusion in the Western Balkan states Albania, Bosnia and Herzegovina, Kosovo, Montenegro and Serbia. They try to improve the social situation of Roma people but also to promote minority languages and cultures. She found the main cause of the similarities concerning the strategies and concrete projects for possible solutions in the adaptation of the EU Roma inclusion policy in the Western Balkan states as part of their negotiations for EU membership. She considers the implementation of these policy measures and also the educational attainment and success of Roma in the Western Balkans unsatisfactory.

Details

Lifelong Learning and the Roma Minority in the Western Balkans
Type: Book
ISBN: 978-1-80382-522-9

Keywords

Book part
Publication date: 30 September 2019

Julianna Boros and Eszter Gergye

This chapter aims to provide a short overview about the situation of Roma in Hungary. Starting from the question ‘Who are the Roma, Gypsy in Hungary?’, this chapter introduces…

Abstract

This chapter aims to provide a short overview about the situation of Roma in Hungary. Starting from the question ‘Who are the Roma, Gypsy in Hungary?’, this chapter introduces several researches on Hungarian Roma. The linguistic groups of Roma are briefly outlined to make it clear how much the Hungarian Roma are heterogeneous. The social situation of the Roma, as minority in Hungary, is also detailed by introducing geographical location and housing and employment regarding to Roma. Based on these general data on Hungarian Roma, this chapter aims to focus on educational situation of the Roma minority in Hungary, including – primary and secondary school education, education in special schools, education in college and university, adult education, school success supporting educational initiatives and programmes like extracurricular programmes. As a summary, this chapter introduces some further researches by short abstracts in order to provide a suitable starting point for those who are willing to get know more about this minority in Hungary.

Details

Lifelong Learning and the Roma Minority in Central and Eastern Europe
Type: Book
ISBN: 978-1-83867-260-7

Keywords

Book part
Publication date: 30 September 2019

Goran Lapat and Renata Miljević-Riđički

Roma in Croatia are spatially, economically and politically marginalised. There is a social gap between Roma minority and the majority of population. Prejudice and stereotypes…

Abstract

Roma in Croatia are spatially, economically and politically marginalised. There is a social gap between Roma minority and the majority of population. Prejudice and stereotypes against the Roma community are deeply rooted in the mind of the local community due to their insufficient knowledge of the Roma culture. The women of the Roma ethnicity are doubly marginalised, because of their Roma ethnicity and their gender. Roma women, more than Roma men, lack the basic elements necessary for self-realisation: education, healthcare, cultural and political participation. Roma generally have poor access to healthcare, and most of them do not have medical records. The Roma in Croatia most often speak Boyash (bajaški) or Romani chib. They speak both their mother tongue (Romani) and the language of the country they live in – standard Croatian. Students can study the Romani language and culture in higher education, at the Faculty of Humanities and Social Sciences and the Faculty of Teacher Education at the University of Zagreb. Kali Sara, the Roma Association for the promotion of the education of Roma in the Republic of Croatia, organises courses for Roma children and young people on the Romani language, culture and life in general. As for the educational attainment of Roma, data show that Roma children are still rarely included in the preschool education system. A large number of Roma children do not complete compulsory education. They rarely attend secondary school. Very small number of Roma students graduate at the Faculty level.

Details

Lifelong Learning and the Roma Minority in Central and Eastern Europe
Type: Book
ISBN: 978-1-83867-260-7

Keywords

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