The literature dealing with ethnic minorities frequently underscores the differences in the identify of the women and men belonging to a minority, the roles played by them in the minority group, their readiness for assimilation, and the behaviours they display in respect of all these. During an earlier study, we ourselves observed very sharp differences in family upbringing (Forray & Hegedus, 1985). Moreover, on the basis of numerous observations set forth in the relevant literature we believe that the behaviour of the school and of the teachers is also influenced by the discrepancy that they perceive. We assume that the behaviour of teachers, the way in which they react to these peculiarities, is itself at least partly responsible for a strengthening of these behavioural modes (Horvath-Szabó, 1985). l In the present paper we interpret some of the relationships of the information we have collected through questionnaires from 93 elementary school teachers. We examine how the respondents see the academic performance of their girl and boy pupils and how they assess the style of upbringingin families.

No abstract