Session Information
07 SES 13 B, Gypsy, Roma, Traveller Education
Symposium
Contribution
Roma and Gypsy women in Europe suffer from multiple deprivations (Council of the EuropeanUnion 2011): firstly, their different cultural/ethnic traditions often lead to discrimination in school education. Secondly,a large part of Roma and Gypsy people live in poverty. Thirdly, they also have disadvantages through the gender aspect, because the traditional Roma/Gypsy culture defines the place of women in the family and an educational carrier is not necessary for that (Forray/Hegedűs 2003). Despite of these multiple deprivations Roma and Gypsy women are (not only in Hungary) more successful in the education system than men (Forray/Hegedűs 1990). The research study focuses on Roma and Gypsy women and female students, who have come from a background of multiple deprivations but managed successful educational careers (defined by their higher education graduation).To answer the research question: “Which factors are regarded as beneficial for success in education from the perspective of Roma and Gypsy women?”,we chose the method of biographical narrative interviews. Additionally we analyzed with qualitative comparative analysis and empirical studies and used expert interviews as well. The selection of the respondents was done with the snowball-system. The analysis of the interviews was based on the methodology of Fritz Schütze (Schütze 1983). The underclass theory of William Julius Wilson(Wilson 1978, 1987) adapted by Iván Szelényi and János Ladányi for the Hungarian situation (Szelényi/Ladányi 2004), the theory of Helmut Fend about the functions of the school in society (Fend 1980, 2003) and the theory of Walter R. Heinz about the gate-keeper-role of teachers (Heinz 1996) served as the theoretical framework for our study. This presentation firstly discusses the role and impact of teachers in learning success and shows through concrete cases, how they can promote disadvantaged students, especially female Roma and Gypsy students. Furthermore, qualitative lifeway interviews (Forray 2004 and 2014) with female Roma students (N=28) are analysed with qualitative comparative analysis (Ragin 1987; Rihoux-Ragin 2009). In our paper this method is used to understand systemic specialities in primary and secondary socialization of disadvantaged female students in Roma colleges of Hungarian higher education.
References
Council of the European Union (2011):Framework for National Roma Integration Strategies up to 2020. Bruessel.http://eur-lex.europa.eu/legal-content/EN/TXT/HTML/?uri= CELEX: 52011DC0173&from=de Fend, Helmut (1980): Theorie der Schule. Urban & Schwarzenegger Verlag, München. Fend, Helmut (2006): Neue Theorie der Schule. Einführung in das Verstehen von Bildungssystemen. VS VerlagfürSozialwissenschaften, Wiesbaden. Forray R. Katalin - Hegedűs T. András (1991): Útban a középfokfelé. In: UtasiÁgnes - MészárosÁgnes (szerk.): Cigánylét. MTA PolitikaiTudományokIntézete, 201-228. Forray R. Katalin-Hegedűs T. András. (2003): Cigányok, iskola, oktatáspolitika. ÚjMandátumKiadó, Budapest. Forray, R. K. (2004): Lifeways. Interviews with Gipsy, Roma Students. Pécs: University of Pécs, Faculty of Humanities. Forray, R. K. (2014): Towards the degree. Gipsy Students in Higher Education. Lifeway Interviews. Unpublished. Heinz, W.R. (1996): Status Passages as Micro-Macro Linkages in Life Course Research, in: A. Weymann /W.R. Heinz (Hrsg.), Society and Biography. Interrelationships between Social Structure, Institutions and the Life Course, Weinheim, 51-65. LadányiJános-SzelényiIván (2004): A kirekesztettségváltozóformái. Napvilágkiadó, Budapest. Ragin, C. C. (1987): The Comparative Method. Moving Beyond Qualitative and Quantitative Strategies. Berkeley: University of California Press. Rihoux, B. – Ragin, C. C. (2009): Configurational Comparative Methods. Qualitative Comparative Analysis (QCA) and Related Techniques. Los Angeles etc: Sage. Schütze, Fritz (1983): Biographieforschung und narratives Interview. Neue Praxis. 3. sz. 283–293.
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