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• THE PLACE OF THE GYPSY LANGUAGE IN PUBLIC EDUCATION

  73-81

  Ibolya Nagygyőryné Kerti

  Views:

  126

  The 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.

• The Analysis of Early School Leaving from the Aspect of Inter-Sectionality

  19-33

  Veronika Bocsi

  Aranka Varga

  Anikó Fehérvári

  Views:

  63

  Hungary 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.