Culture and the school: The degree of educational integration of Roma and Gypsies in the Peloponnese region of Greece

Kiprianos, Pandelis; Daskalaki, Ivi; Stamelos, Georgios

doi:10.1007/s11159-012-9326-0

Cited by 12 publications

(16 citation statements)

References 7 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Th ey showed that by 1st grade, the Roma children already had a signifi cantly lower level of PA, compared to their non-Roma peers, and the diff erence was marginally signifi cant even aft er accounting for SES. Th ese fi ndings predict a slower development rate of decoding skills of Roma children, which would eventually explain the poor development of their literacy skills (Baucal, 2006;FRA, 2012;Kiprianos, Daskalaki & Stamelos, 2012). Th is gap can be explained to a certain extent by SES, considering that the eff ect size of the diff erence between the two groups dropped from large (η p ² = .28) to small (η p ² = .03) aft er accounting for SES.…”

Section: Discussionmentioning

confidence: 97%

“…Despite extended eff orts by local, national and European institutions towards supporting the social and economic integration of the Roma, this ethnic group is among the most poorly educated in Europe (FRA, 2014;UNICEF, 2011). In particular, their literacy level is assessed as inadequate, particularly because of their substandard socio-economic status (SES) (Baucal, 2006;Kertesi & Kezdi, 2011;Kiprianos, Daskalaki & Stamelos, 2012). Th e empirical studies examining this problem in a rigorous manner are limited, and little is known about its underlying causality (Th ird Author et al, forthcoming).…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Enhancing the Pre-literacy Skills of Roma Children: The Role of Socio-economic Status and Classroom Interventions in the Development of Phonemic Awareness

Dolean¹

2016

tner

View full text Add to dashboard Cite

Literacy skills of Roma children throughout Europe are shown to be signifi cantly lower compared with their non-Roma peers. Th is fact is frequently attributed to the substandard socio-economic status (SES) of the Roma population. However, there is little empirical substantiation for the extent to which the SES of Roma children can be associated with poor literacy skills, as well as the extent to which remedial programs aimed to enhance those skills can be eff ective aft er school starts. Th e presented study aimed to analyze comparatively the relationship between SES and one of the literacy predictors, phonemic awareness (PA), of 171 Roma (n = 42) and non-Roma (n = 129) fi rst-graders, and the eff ectiveness of a classroom intervention program aimed to enhance this skill. Results showed that a) PA of Roma 1st graders is signifi cantly lower than that of their non-Roma peers coming from the same community, but the diff erence is significantly reduced aft er accounting for SES, b) there are important inter-ethnical diff erences between Roma and non-Roma when PA is correlated with socio-economic indicators, c) intervention programs aimed to increase the PA of Roma children should begin earlier than 1st grade, if expected to produce signifi cant eff ects above and beyond those generated by regular classroom activities and d) the development of the PA of Roma and non-Roma children has a similar growth rate once they start receiving formal education.

show abstract

Section: Discussionmentioning

confidence: 97%

Section: Introductionmentioning

confidence: 99%

Enhancing the Pre-literacy Skills of Roma Children: The Role of Socio-economic Status and Classroom Interventions in the Development of Phonemic Awareness

Dolean¹

2016

tner

View full text Add to dashboard Cite

show abstract

“…Several studies have shown that children facing poverty are absent from school more frequently than other children (Morrisey, Hutchinson, & Winsler, ; Ready, ). Kiprianos, Stamelos, and Daskalaki () found that it was difficult for Roma/Gypsy children to follow the pace of the rest of the students due to their continuously occurring absences influenced by their duties at home, such as looking after their younger siblings or assisting their parents at work. School absence can also be due to the fact that children in poverty may experience more frequent illnesses and/or infections due to overcrowding and poor access to health services (McKee, ; Parry et al, ).…”

Section: Possible Mechanisms In the Relationship Between Poverty Vocmentioning

confidence: 99%

Socioeconomic background, nonverbal IQ and school absence affects the development of vocabulary and reading comprehension in children living in severe poverty

Lervåg

Dolean

Ţincaş³

et al. 2019

Developmental Science

View full text Add to dashboard Cite

Few studies have examined how socioeconomic status (SES) affects two essential parts of human development, namely vocabulary and reading comprehension, in children facing severe poverty. The Roma population is the largest minority group in Europe, the majority of whom live in severe poverty. This study compared the development of 322 Roma children with the development of 178 non‐Roma children, between the ages of 7 and 10 years, living in Romania. The Roma children had poorer initial vocabulary and reading comprehension skills as well as slower growth rates for both compared to the non‐Roma children. Importantly, SES had a direct influence on growth in both reading comprehension and vocabulary. The effect of SES was partly mediated by school absence and nonverbal IQ. This is a powerful finding since it suggests that poverty may have detrimental effects not only on reading but also on the development of verbal abilities.

show abstract

“…Commenting on the low school attendance of Gypsy children, Kiprianos et al . () stressed that a school timetable is not always compatible with the pace of the Gypsy community regarding family responsibilities and community daily life. Gypsy children grow at their own rhythm and pace, with very few imposed schedules or rules.…”

Section: Introductionmentioning

confidence: 99%

Promoting Gypsy children's behavioural engagement and school success: Evidence from a four‐wave longitudinal study

Rosário

Núñez

Vallejo

et al. 2017

British Educational Res J

View full text Add to dashboard Cite

Low schooling, high non-attendance and school dropout rates are critical phenomena within disadvantaged groups, especially among the Gypsy community. For example, in the UK, 10%-25% of Gypsy children do not attend school regularly and have significantly higher levels of overall absence from school (percentage of half-day sessions missed) than pupils from other ethnic groups. In Portugal, available data on Gypsy children is sparse, yet data from one geographic region of the country reports high school failure (45%) and dropout rates (15%) among this population. The present study assessed the efficacy of a four-year intervention to promote Gypsy children's behavioural engagement and school success. Gypsy communities were contacted and 30 children participating in the four waves were randomly distributed into control and experimental groups. Every school day throughout four years, 16 children in the experimental group were called at home and invited to go to school. The effectiveness of the intervention was evaluated in four waves (at the end of each of the four school years), assessing behavioural engagement (i.e. school non-attendance, classroom behaviour) and school achievement (i.e. mathematics achievement, student progression). Findings show the efficacy of the intervention on promoting behaviour engagement and academic success without devaluing Gypsy people's culture.

show abstract

Culture and the school: The degree of educational integration of Roma and Gypsies in the Peloponnese region of Greece

Cited by 12 publications

References 7 publications

Enhancing the Pre-literacy Skills of Roma Children: The Role of Socio-economic Status and Classroom Interventions in the Development of Phonemic Awareness

Enhancing the Pre-literacy Skills of Roma Children: The Role of Socio-economic Status and Classroom Interventions in the Development of Phonemic Awareness

Socioeconomic background, nonverbal IQ and school absence affects the development of vocabulary and reading comprehension in children living in severe poverty

Promoting Gypsy children's behavioural engagement and school success: Evidence from a four‐wave longitudinal study

Contact Info

Product

Resources

About