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Intersectionality as a Theoretical Framework to Study Migrant Workers’ Lived Experience with Inequalities and Social Positioning
135-144Views:246Intersectionality depicts the intricate interplay of various social categorizations in shaping the experiences of individuals or communities rather than single categorization alone. This article attempts to introduce intersectionality as an essential theoretical framework for research and analysis of migrant workers' lived experience with social inequalities, and at the same time, their social positionings. Initially a critique of academic feminism from a Black activist and more inclusive perspective, intersectionality has been quickly adopted by researchers from other fields as a framework due to its usefulness in researching inequalities. By tracing intersectionality back to the context where Crenshaw coined the term, together with the presentation of its key proponents and analyses of two case studies, this article hopes to shed light on the way intersectionality can be an essential tool to explore the way migrant workers employ their multiple and intersecting identities to seek upward social mobility.
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INTERPRETATION OF THE MOST IMPORTANT NOTIONS OF SOCIAL INEQUALITIES OVERT IN THE EDUCATIONAL SYSTEM
83-87Views:334Present paper focuses on the social inequalities that are mainly manifested in the educational system. Therefore, I aim at reflecting on the sociological definitions that codify the subject in a theoretical context. The theoretical background of the study comprises the subsequent notions: equality and equity, inclusive society and education, bicultural socialization, and the relation between social mobility and school.
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FIRST-GENERATION YOUNG PEOPLE'S CHANCES OF OBTAINING A DEGREE BASED ON A LARGE SAMPLE ANALYSIS
17-30Views:221Thy system of higher education can be analysed from the aspects of inequalities. The chance of attendance, the achievement, the phenomenon of drop-out, and types of training programs are approached from the students’ social background. Our analysis focuses on the chance of graduation of first-in-family people. The relatively rigid feature of Hungarian society and the lower mobility rate create a specific background for our research. Hungarian Youth Survey 2016 and 2020 databases were used during this analysis and we separated the subsample of young people between 25 and 29 (N2016= 2906, N2020=2874). We try to discover the patterns of parents’ educational reproduction, describe the features of first-in-family people, and identify those factors which can form the chance of graduation. A binary regression model was run by us in which the dependent variable was the obtaining of a degree and the list of independent variables contained socio-demographic variables (sex, type of settlement, the economic situation of the region, economic situation, parental educational level, the type of parental profession), different life events (crises, the number of children, etc.) and the identification with the parental lifestyle. With these results, we can identify such an intersectional life situation (being a woman, habitation in cities, more favourable economic situation, mother’s white collar work, medium parental educational level, without children) in which the chance of graduation is higher.
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ON THE EDGE OF THE UNIVERSITY: THE SOCIO-CULTURAL BACKGROUND OF STUDENT BASE OF DE GYFK
19-32Views:290The ground of our study is institutional research which refers to the University of Debrecen Faculty of Education for Children and Special Educational Needs. The respondents were second-year full-time students. Our aim was to reveal what features this faculty’s students have if we compare our data to nationwide or regional empirical findings. Our empirical findings have pointed out the disadvantageous features of our students (lower rate of parents with a degree, higher rate of students from villages, etc.). These phenomena can be explained with the special social background of the training courses, the criteria of attendance, and the geographic location of the institution.
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STUDENTS FROM ROMA COLLEGES FOR ADVANCED STUDIES IN HAJDÚ-BIHAR COUNTY
41-60Views:388The main objective of the paper is to present students who are members of those kinds of Roma Colleges for Advanced Studies which headquarters can be found in Debrecen. The frame of the study is in connection with research that has been carried out in 2019 and dealt with three Colleges for Advanced Studies with 62 students. The relevance of the topic is given by the fact that by comparing Roma and non-Roma students’ ratio in tertiary education, we can recognize the phenomenon that the proportion of Roma students is still lower. We sought an answer to the question of what factors helped Roma students to achieve success in school. The research questionnaire assessed students’ socio-cultural background, learning motivation, high school experiences, and the ethnic patterns of networks. The theoretical framework of the empirical results is the outcome of the sociological researches that focus on Hungarian Roma children’s educational situation. These were supplemented by the description of the development programs. In the course of analysis, we compare the obtained data with the database of the Hungarian Youth 2016, as a consequence that, we get an idea of the groups of Roma youth for whom tertiary education has become available. One of our research targets includes the comparison of students with or without Roma identity.
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Educational Policy Responses to Support Roma Students
113-121Views:44This study examines Hungarian educational policy measures implemented between 2015 and 2025 to improve the academic success of Roma students. Education is viewed not only as a means of knowledge transmission but as a key driver of social mobility and equality. Roma students face complex challenges rooted in social disadvantage, cultural differences, and systemic issues such as segregation and institutional discrimination. The paper provides an overview of major interventions, including compulsory early childhood education, the Complex Instruction Programme (CIP), community-based tanoda initiatives, the Útravaló Scholarship Programme, and Roma Special Colleges. While these programmes have yielded positive local outcomes—such as improved cooperation, reduced dropout rates, and enhanced access to higher education—their long-term impact is limited by underfunding, project-based approaches, and lack of systemic integration. The study adopts a critical perspective, highlighting the need for sustainable strategies, teacher training in inclusive pedagogy, community involvement, and comprehensive monitoring systems. Recommendations include strengthening teacher education, promoting integrated social support, and ensuring Roma participation in decision-making. The findings underscore that only systemic, long-term measures can effectively reduce educational inequalities and foster genuine social inclusion for Roma communities.
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Patterns and Explanatory Factors of Language Proficiency in a Sample of Secondary School Students – with Special Focus on the English Language
55-71Views:53The individual patterns and levels of foreign language proficiency are shaped by a complex system of interrelated factors that influence outcomes. In today’s world, the target language use takes place in entirely different contexts and forms – partly due to digitalization. This study explores the language proficiency patterns of secondary school students, including the language they speak, the types of these languages, their self-reported level of English proficiency, and the number of English language exams taken. It also examines the everyday forms of target language use. The analysis draws on two waves of a national Hungarian survey (Hungarian Youth 2016, N=1548, Hungarian Youth 2020, N=1587), enabling a comparison of data. In the case of the 2020 dataset, two regression models were run to explain, respectively, the level of English proficiency at or above the intermediate level and the possession of English language certificates. The result indicates the dominance of the English language and its increasing prevalence between 2016 and 2020, while the number of spoken languages showed a slight decline. At the same time, a positive change was observed in the level of language proficiency regarding the languages spoken. Proficiency in English at or above the intermediate level is embedded in a broad set of explanatory variables, including parental education, financial situation, and various forms of language use (e.g. watching films or movies). The factors influencing the possession of language certificates differ from those explaining general language proficiency.
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THE STORYTELLING CHAIR AS A TOOL TO DEVELOP THE ELABORATED LANGUAGE CODE IN STEP BY STEP ALTERNATIVE EDUCATION
83-97Views:249In the study, we investigate the storytelling chair, a pedagogical tool of Step by Step, a popular alternative educational format in Romania, using Basil Bernstein's theory of language codes. During the qualitative research conducted in the spring semester of the school year 2021/2022, we conducted observations and semi-structured individual interviews in a Hungarian-speaking school in Partium (Romania) with primary school teachers who use the storytelling chair every day (n=11). The interviews showed that the storytelling chair has elements that are characteristic of the elaborated code. The pedagogical tool under study dissolves the situational nature of comprehension, the children tell the story as the only one who knows it, thus playfully encouraging them to communicate their experiences to the class through a variety of linguistic means, while giving them the space to express themselves freely, without the "I" being subordinated to the "we". The storytelling chair brings the symbolism of home and school closer together, and language can help them build a bridge between the two worlds.