Roma Pupils' Identification with School in Slovenia and Serbia: Case Studies

Autor/inn/en	Macura-Milovanovic, Suncica; Munda, Milanka; Pecek, Mojca
Titel	Roma Pupils' Identification with School in Slovenia and Serbia: Case Studies
Quelle	In: Educational Studies, 39 (2013) 5, S.483-502 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-5698
DOI	10.1080/03055698.2013.801768
Schlagwörter	Foreign Countries; Ethnic Groups; Minority Groups; Social Values; Socioeconomic Influences; Relevance (Education); Social Attitudes; Failure; Social Discrimination; Rejection (Psychology); Barriers; Dropouts; At Risk Students; Identification (Psychology); Student School Relationship; Disadvantaged Youth; Questionnaires; Interviews; Qualitative Research; Serbia; Slovenia + Suchen Sie Ihr Suchwort? Ausland; Ethnie; Ethnische Minderheit; Sozialer Wert; Sozioökonomischer Faktor; Relevance; Relevanz; Social attidude; Soziale Einstellung; Soziale Benachteiligung; Soziale Schließung; Ablehnung; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Schüler-Lehrer-Beziehung; Benachteiligter Jugendlicher; Fragebogen; Interviewing; Interviewtechnik; Qualitative Forschung; Serbien; Slowenien
Abstract	The research presented in this paper aims to challenge the belief held by some education professionals that Roma pupils do not value education. The research sample included groups of Roma pupils from two countries (Slovenia and Serbia) and from different socio-economic backgrounds. The results suggest that the majority of the pupils are aware of the importance of education. However, there are significant differences in their sense of identification with school. Roma pupils from families whose socio-economic background is comparable to that of the majority population are more appreciative of educational success, feel more accepted by teachers and classmates and are better able to connect education with their own lives. Roma pupils from families of lower socio-economic background associate school with failure, discrimination and rejection by teachers and classmates. Barriers to these pupils' learning and social participation may be related to their tendency to drop out of the compulsory education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10