Minority Parents' Coping Efforts to Improve Their Children's Academic Achievement: The Tanodas in Hungary

Autor/inn/en	Nguyen Luu, Lananh; Boreczky, Ágnes; Gordon Gyori, János
Titel	Minority Parents' Coping Efforts to Improve Their Children's Academic Achievement: The Tanodas in Hungary
Quelle	In: Intercultural Education, 30 (2019) 5, S.564-578 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1467-5986
DOI	10.1080/14675986.2019.1619279
Schlagwörter	Foreign Countries; Minority Group Students; Parent Role; Social Bias; Coping; Social Discrimination; Low Income Groups; After School Programs; Access to Education; Acculturation; Preadolescents; Mothers; Socialization; Family Influence; Educational Environment; Experience; Interpersonal Relationship; Student Attitudes; Parent Attitudes; Hungary (Budapest) + Suchen Sie Ihr Suchwort? Ausland; Parental role; Elternrolle; Bewältigung; Soziale Benachteiligung; Soziale Schließung; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Education; Access; Bildung; Zugang; Bildungszugang; Akkulturation; Pre-adolescence; Präadoleszenz; Mother; Mutter; Socialisation; Sozialisation; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Erfahrung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Schülerverhalten; Elternverhalten
Abstract	Our paper is based on a study carried out among students of Hungarian "tanodas" -- second chance educational institutions in Hungary -- and their parents. The findings of the interview research did not support deficit models and suggest that schooling is a vital issue for both Roma/Gypsy families and their children. All families have limited resources and opportunities to achieve desired goals, and despite their strong intent and determination, they often seem to lack a clear vision of the steps to be taken. Our results show that children have to cope with negligence, stigmatization, exclusion, discrimination, etc. Turning to "tanodas" for help has become a sort of coping strategy in and of itself. We could identify, as common parental strategies, the 'squeezing out' of the maximum available scarce opportunities, building on social networks, and monitoring their children's studies. Students' coping mechanisms regarding identity-threats were more varied and ranged from confrontation via proxy control and social support, to disengaging from school and taking on a negative identity or, the opposite, taking up positive roles. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01