Differences in the upbringing and behaviour of Romani boys and girls, as seen by teachers

Abstract

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.

chapter 9: Culture and Education1

“…This was found to be the case, for instance, among Romani (Gypsy) youth in research carried out in Hungary (Forray and Hegedus 1989). 27 Prevalent gender expectations of Romani boys and girls tend to be fairly fixed and stereotypical. Yet because the family is often the only place where culturally dominated young people can positively strengthen their self-image, Romani girls may correctly perceive that breaking free of even limited expectations of their future life options also results in giving up their ethnic identity and abandoning their families.…”

Conflicting value systems: Gypsy females and the home‐school interface

“…In those studies that have included observations in these areas, Gypsy children tend to have been described as becoming increasingly disenchanted at school after the onset of adolescence, behavioural expectations being more and more discrepant with roles at home (Liegeois, 1987;Andereck, 1992;Kiddle, 1999;Derrington & Kendall, 2004). In general, problems would seem to have been most acute with teenage boys, girls having been portrayed as being more accommodating at school and as adapting with greater ease (Forray & Hegedus, 1989;Andereck, 1992;Willoughby, 1996).…”

“…Social opportunities can be restricted; Kiddle (1999) cites the case of one mother in her late twenties unable to go to the cinema without being chaperoned by either her father or husband. Forray and Hegedus (1989) alluded to severe constraints not only in terms of movement, but of more general personality development. At the same time, girls were portrayed as having responsibilities ultimately for the transmission of language, culture and ethnicity.…”