Fight, flight and playing white: An examination of coping strategies adopted by Gypsy Traveller Adolescents in English secondary schools

Derrington, Chris

doi:10.1016/j.ijer.2007.06.001

Cited by 53 publications

(51 citation statements)

References 15 publications

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“…Along these lines, Derrington (2005) found that parents' prior experiences in education and held beliefs about schools had an influence on breaking down home-school relationships as well as on Roma students' disengagement with secondary school. There is, therefore, a 'cultural dissonance' (Derrington, 2007) between the families' and the schools' expectations, which is a factor impacting Roma students' retention in education. In this context, promoting dialogue with the Roma community has been identified as central to closing this gap and to transforming these situations (Bhopal, 2004).…”

mentioning

confidence: 99%

Turning difficulties into possibilities: engaging Roma families and students in school through dialogic learning

García

Soler

2013

Cambridge Journal of Education

199

141

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mentioning

confidence: 99%

Turning difficulties into possibilities: engaging Roma families and students in school through dialogic learning

García

Soler

2013

Cambridge Journal of Education

199

141

View full text Add to dashboard Cite

“…Además perciben que el apoyo que reciben procede de su propio colectivo, cosa que no ocurre con los inmigrantes que perciben un importante apoyo social de sus compañeros autóctonos. Esto sigue evidenciando la situación de marginación y escasa percepción de apoyo en la que se sigue encontrando este colectivo, como muestran la mayoría de los estudios (Derringhton, 2007;García, 2005;Garreta, 2003;Márquez y Padua, 2009;Navas y Cuadrado, 2003;Rodrí-guez-Bailón y Moya, 2003). Por ello, creemos que el fortalecimiento de redes sociales entre todos los grupos de estudiantes puede ser uno de los factores principales a trabajar con este grupo de población de cara a facilitarles una mayor integración.…”

Section: Discussionunclassified

Apoyo social, clima social y percepción de conflictos en un contexto educativo intercultural

Hombrados‐Mendieta¹,

Castro-Travé

2013

analesps

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Resumen: Este trabajo pretende estudiar las relaciones de apoyo social del alumnado en un contexto escolar intercultural, conocer el apoyo social recibido por parte de los iguales y el profesorado y comprobar si el apoyo social se relaciona positivamente con el clima social del centro escolar y la disminución de conflictos en el aula. La muestra está constituida por 512 estudiantes de centros educativos de la provincia de Málaga, donde conviven estudiantes autóctonos, inmigrantes y de etnia gitana de edades comprendidas entre los 12 y los 17 años. Los resultados indican diferencias significativas entre los estudiantes según su procedencia. El apoyo social proporcionado por los estudiantes autóctonos e inmigrantes se relaciona positivamente con el clima social y negativamente con los problemas de convivencia en el aula y con los conflictos debidos a las diferencias étni-cas/culturales, aunque estas relaciones no han sido significativas para los estudiantes de etnia gitana. El apoyo proporcionado por el profesorado también correlaciona significativamente con el clima social del centro y la disminución de problemas de convivencia en el aula pero escasamente con la disminución de los conflictos debidos a las diferencias culturales. Palabras clave: Apoyo social; clima social; convivencia intercultural; percepción de conflictos.Title: Social support, social climate, and the perception of conflict in an intercultural educational context. Abstract: This study investigates social support among students in an intercultural school context, the social support received from peers and teachers, and assesses whether social support is positively associated with the social climate at school and reduced conflict in the classroom. The sample consisted of 512 students from schools in the province of Malaga, Spain, and included native Spanish, immigrant and Spanish gipsy students aged between 12 years and 17 years. The results indicate significant differences between the students depending on their origin. Social support provided by the native and immigrant students was positively associated with the social climate, but was negatively associated with the problems of being together in the classroom and with conflict due to ethnic and cultural differences. These associations did not reach statistical significance in relation to the Spanish gipsy students. Support provided by teachers also significantly correlated with the social climate at the school and with the reduction in problems of being together in the classroom, but barely correlated with the reduction in intercultural conflict.

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“…Moreover, trust seems to be increased when the schools and school staff deals effectively with reported racism and bullying incidents (Bhopal 2011;Derrington 2007Derrington , 2005. The importance of commitment and dialogue of the school staff with members of the Roma community hence comes to the foreground Flecha and Soler 2013).…”

Section: Education In a Broader Societal Contextmentioning

confidence: 99%

Involving Roma parents: analysing the good practice of a primary school in Ghent

Wauters

Mol

Clycq

et al. 2015

British Journal of Sociology of Education

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Recently, societal and academic attention toward the topic of Roma integration has been increasing. With this paper, we aim to make a contribution in the domain of educational research. We explore strategies schools can adopt to improve the involvement of Roma parents. Using a theory-based stakeholder evaluation, we more specifically analyse how the organisational model of a primary school contributes to the establishment of trust between both parties. The results show that the theoretical principles guiding the daily school practices and interventions are aligned with the needs and specificity of the target audience, but are also broadly supported by the school staff. As such, the organizational structure of the school contributes to the support of the school staff for the global school vision and to the overall success of the approach. Nevertheless, some tension remains between team members working on the 'care' aspect and teachers working solely within the classrooms.

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Fight, flight and playing white: An examination of coping strategies adopted by Gypsy Traveller Adolescents in English secondary schools

Cited by 53 publications

References 15 publications

Turning difficulties into possibilities: engaging Roma families and students in school through dialogic learning

Turning difficulties into possibilities: engaging Roma families and students in school through dialogic learning

Apoyo social, clima social y percepción de conflictos en un contexto educativo intercultural

Involving Roma parents: analysing the good practice of a primary school in Ghent

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