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GIPSY CHILDREN AT THE DEBRECEN FOOTBALL ACADEMY–RESULTS OF A QUALITATIVE STUDY
39-50Views:157One of the aims of the present study is to briefly outline the issues related to gipsy and sportsmen in the literature, and to interpret the main challenges and potential barriers that arise in this context (Bailey, 2005; Sütő-Gabóda, 2013; Kovács, 2016; Faragó and Konczosné, 2017). We also aim to review the most important contexts related to the social background of athletes and, more narrowly, football academics as a possible option for breakout opportunities, based on the football academy system that has been operating in Hungary since 2001 (Rábai, 2021), and to examine specifically how the Debrecen Football Academy can help young people of gipsy origin to break out. The focus of our study is qualitative research, during which we interviewed the leaders of the Debrecen Football Academy in order to get answers to our questions about the gipsy children in the academy. During the interviews, the interviewees provide an overview of the recruitment, social background and typical career paths of gipsy children who have attended the academy so far, as well as a general discussion of their situation and opportunities. Based on our results, the children studying and developing at the football academies have a stable social background, and the Debrecen Football Academy also offers scholarship-like support opportunities that can help children from lower social status in the institution receive significant support. Academy leaders emphasized during the interviews that, although gipsy children often drop out of education, they have a number of successful careers behind them, suggesting that they too have every opportunity to break through the academy. Interviewees also said that they do their best to support gipsy children so that no one is disadvantaged because of economic or social deprivation.
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THE PLACE OF THE GYPSY LANGUAGE IN PUBLIC EDUCATION
73-81Views:154The Hungarian gypsy population is not only varied from the social, cultural, and ethnic side, but also from the lingual viewpoint. The education, health, the situation of the labour market, and the social sciences discourses are continuously in connection with the Gypsy people. At the same time, the examination of the gypsy language and the use of gypsy language can only be the interest of a narrow professional circle, while the phases of gradual language changes, language retention, and loss, or the language policy issues are showing particular problems. We are talking about a language that has been able to preserve its origins, besides the forced lingual and ethical assimilation. In our country, the form of national upbringing and education is always really closely related to educational policy. In my opinion, every student in the educational institutions is enriched with the knowledge of other nationalities' cultures and language, as they have the opportunity for studying it. During the statistical analysis, we looking for answers to the question of whether this relationship can be traced between the territorial distribution of Roma Gypsies and the schools of Gypsy nationality education.
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COOPERATION OF ROMA COLLEGES FOR ADVANCED STUDIES IN HAJDÚ-BIHAR COUNTY WITH SECONDARY SCHOOLS
27-41Views:149The 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. This is framed by a 2019 research that consisted of three parts. Based on the results of a questionnaire survey of the students of the three Roma Colleges for Advanced Studies operating in Hajdú Bihar county, an interview with the leaders of the three Colleges for Advanced Studies, and concerning the student questionnaire survey, we visited the high schools from which two or more students came to the Colleges for Advanced Studies, as such interviews were carried out with nine school principals and six mayors. In this study, we present interviews conducted by the school principals. Where it is possible, we rely on the responses received in each part of the research – we compare and analyze them. We primarily sought the answer to the question of how Roma Colleges for Advanced Studies help Roma students to be admitted in tertiary education. Based on the answers received, it can be claimed that the Colleges strive to keep in touch with the secondary schools, and in some cases, they involve students and their teachers in the programs organized by them. There is no program that specifically aims to help secondary students concerning the admission of tertiary education The Colleges for Advanced Studies help roma students mainly by providing information. They try to dispense the information through the personal involvement of the students.
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THE ISSUE OF FAILURE OF ROMA STUDENTS AT SCHOOL
95-102Views:247The phenomenon can be encountered day by day that at primary schools there are just a few Roma children among well-performing students, while among students who fail in fulfilling the requirements there are a great amount of Roma pupils. The question may come to the surface intuitively: What are the reasons behind that? The paper aims to discover and explain this problem relying on the relevant literature.
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A HISTORICAL LOOK AT THE DEVELOPMENT OF 19TH CENTURY GYPSY LITERARY WRITING
113-121Views:102The present study attempts to parallel the history of the development of 19th-century Gypsy literary writing with the history of the development of Hungarian language writing and literature in the 18th and 19th centuries. The basis of which was the concept of the literary historian János Horváth
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THE PLACE OF THE KINDERGARTEN WITH THE HUNGARIAN-SPEAKING ROMA/GYPSY CULTURAL EDUCATION IN THE SYSTEM OF NATIONALITY EDUCATION
159-162Views:84The place of the kindergarten with the Hungarian-speaking roma/gypsy cultural education in the system of nationality education - workshop
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SOCIOCULTURAL CHARACTERISTICS OF THE ROMA COMMUNITY OF TISZABERCEL AND PATTERNS OF BEHAVIOR RELATED TO SCHOOLING
133-149Views:98The current paper intends to present the empirical results related to one element of a complex pedagogical anthropological research. In the course of our research, we analyzed how the educational characteristics of Roma families in the Romungro community of Tiszabercel interact with other factors influencing school progress. We tried to map the extent to which certain sociocultural factors (educational level, workplace, housing conditions, gender and age) influence parents' attitudes towards school. Regarding the methodological apparatus of our research, we relied on qualitative research methods. In addition to field research and participant observation, we conducted semi-structured interviews (n=12) with parents belonging to the local Roma community.
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ROMA UNIVERSITY STUDENTS' IDEAS ON THE CHOICE OF PARTNERS:
Views:295Finding the right partner can improve the individual’s financial situation, help him/her achieve his/her goals, and support his/her mental health. It may also have an impact on the integration of Roma partners into the majority of society. Roma young people studying in higher education may have different options of choosing a partner than their (Roma) lower-educated peers. The cost of further education is often the lack of early marriage, which is common in the traditional Roma community, while the benefit can be the development of a wider network of contacts by getting to know university colleagues. In our research, we examined the choice of a partner of a special group of Roma university students, the Roma college students concerning their ideas about this and their practical implementation. The study is based on the EVS (European Value Survey) questionnaire on relationships filled in by the respondents and structured life path interviews (N=186). Based on the survey, the college students included in the study did not consider the origin of their partner to be relevant, while in practice they preferred a similar partner related to the origin and education. The Roma college can also function as a field for choosing partners, and many of the students have chosen their partners from here. In Roma colleges, students are placed in a peer community that supports them through further education. Among their peers, they can even find a partner who is similar to them not only in his/her origin but also in his/her education.
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SURVEY OF THE SOCIAL COMPETENCES ABOUT THE DISADVANTAGED PRESCHOOL CHILDREN IN THE COUNTIES BORSOD-ABAÚJ-ZEMPLÉN, HAJDÚ-BIHAR AND SZABOLCS-SZATMÁR-BEREG
51-63Views:125Between 2017 and 2020, we participated in a national project led by the Education Office, called „Support for social inclusion and integration measures in public education” (EFOP-3.1.3-16-2016-00001), which we simply called "Kindergarten for Opportunities". The aim of the project was mainly to help kindergartens educate and develop disadvantaged and multiply disadvantaged Roma and Gypsy children. An important phase of the work was the survey, in which a specific assessment of skills was carried out with the active participation of the institutions, adapted to life in the kindergarten and based on the observations of the kindergarten teachers. In the present study, we focus on an important aspect of the survey, the study of social competencies. Results were obtained in three categories (self-images, social relations, and emotional-willing qualities), in five dimensions per category, from the kindergartens participating in the project in the three selected counties. In the total survey, the kindergartens provided information on a total of 1112 children, of which the number of responses received in the three counties analyzed by us was as follows: 259 in Borsod-Abaúj-Zemplén county, 178 in Hajdú-Bihar county and 271 in Szabolcs-Szatmár-Bereg county. So kindergarten teachers' statements regarding n=708 children were analyzed in this study. No significant difference can be observed in the results: only in a few cases did we experience a negative deviation in social competences in Borsod-Abaúj-Zemplén county.
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THE STATE OF LANGUAGE DEVELOPMENT OF THE DISADVANTAGED CHILDREN'S
77-88Views:628The study addresses the language problems of children with socio-cultural background problems. Children from the environment using a limited language code are more likely to start with a language disadvantage or language delay, and these ability deficits do not or only moderately decrease during the years of institutional education. In the presented pilot study, n = 20 people from Borsod-Abaúj-Zemplén county, disadvantaged Gypsy / Roma children living in three villages and their parents were analyzed. In the study, the Parental Treatment Questionnaire (H-PBI, Gordon, 1979), the LAPP Active Vocabulary Survey (Lőrik et al., 2015), and the speech of children with delayed/impeded speech developed by Dr. Ágnes Juhász and Tiborné Bittera (1995) and its language development was examined. The results were interpreted according to the small sample on the basis of simple statistics, and the drawing of conclusions is also treated sparingly.
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THE SOCIAL INTEGRATION AND SOCIAL MOBILITY: AN EXAMPLE FROM HODÁSZ
Views:124The paper examines the social mobility process of Romani youngsters in a settlement that is in one of the most disadvantaged regions of Hungary. Hodász became the centre of interest due to the relevant research concerning the mobility issue, because here, just contrary to the communities have similar sociocultural features, there are number of young Romani who could stand out by learning. The author interprets in wider aspects the determinative local norms, and the scale of values of local Vlach Romani community make possible for lots of local youngsters, that they can be graduated. In the second part of the paper the reader can understand the intellectual career by three studies, and consequently the social integration doesn’t automatically yield social mobility. In the situational analyses of Hodász example can be circumscribed the specific preconditions of intellectual career in the case of the young Romani and disadvantageous.
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The Analysis of Early School Leaving from the Aspect of Inter-Sectionality
19-33Views:149Hungary ranks in the bottom third of the European Union regarding early school leaving, falling further and further away from the EU average year on year. The lower educational attainment and higher drop-out rates of Roma/Gypsy youth have been confirmed by several studies. Still, the descriptions are often two-dimensional, as in international approaches. The Hungarian Youth 2020 database allowed for a wider range of explanatory variables in the analysis. In our study, we examine the educational attainment of Roma youth aged 20-29 and then compare subsamples of Roma and non-Roma dropouts. Finally, we run a binary regression model on the database with early school leaving as the dependent variable and explanatory variables as background variables that may shape the odds of early school leaving. The social and economic backgrounds of Roma and non-Roma ESL learners differed, while parental education and subjective financial situation showed a less favourable pattern for Roma. The effect of Roma identity was significant in the regression model, but the explanatory power did not reach the effect of lower parental education. In other words, ethnic background is a crucial factor in dropout, while some segments of the family background are more significant.