Involvement of Roma parents in children’s education in Croatia: A comparative study

Pahić, Tea; Vidović, Vlasta Vizek; Miljević-Riđički, Renata

doi:10.1177/1475240911422484

Cited by 12 publications

(8 citation statements)

References 1 publication

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“…To summarize, parents of Roma origins believe that schools can offer different learning environments and a rich variety of subjects in curricula, to help children of Roma groups members feel comfortable (Myers, McGhee and Bhopal, 2010). Parents of Roma origins asks for extra lessons (especially language lessons given their linguistic problems), free meals and snacks and cheaper (or old) books (Pahic, Vidovic and Ridicki, 2011). Schools could also provide extra-curricular activities such as after-school clubs, festive events with attractive themes that would bring together teachers and parents, as well as guardians and Roma communities.…”

Section: Parents' Of Roma Origins Relation With Schoolmentioning

confidence: 99%

Roma Parents' Perceptions on Education

Zachos¹,

Panagiotidou²

2019

JAER

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Politicians and academics from various European countries dealing with the issues of the Roma strongly believe that education can help Roma individuals and groups social integration and improve their living conditions. Therefore, a series of policies measures and programs have been set up to target the educational integration of pupils of Roma origins. What is missing from these actions are the views of Roma themselves. This exactly is the aim of our paper: to give a voice to those parents of Roma origins, whose children go to school or ought to go to school. Our study is based on a qualitative research where participants are individuals of Roma origins living in the suburbs of Thessaloniki (Greece). According to our finding, it seems that Roma parents' that contributed to our research approaches and attitudes broke down some basic and well-established myths about education.

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Section: Parents' Of Roma Origins Relation With Schoolmentioning

confidence: 99%

Roma Parents' Perceptions on Education

Zachos¹,

Panagiotidou²

2019

JAER

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“…In this first section I discuss the association of Roma and nomadism in the literature, and how this association at times creates an essentialist discourse. A range of the papers apply variants of the terms nomadic or sedentary in order to define Roma (Gobbo 2004;Bhopal and Myers 2009;McCaffery 2009;Bhopal 2011a;Bhopal 2011b;Pahic et al 2011; D' Arcy 2012; Murray 2012; Deuchar and Bhopal 2013). Others do not explicitly state that Roma are nomadic but use different variants of the term "sedentary" to define gadje (e.g., Salinas 2007;O'Hanlon 2010;Murray 2012).…”

Section: Roma and Nomadismmentioning

confidence: 99%

Nomadism in Research on Roma Education

Lauritzen

2019

CRS

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This paper analyzes to what degree and how educational research from a European context explains Roma disadvantage in education by referring to nomadism. Three thematic areas emerged from an analysis of 55 research papers. First, that Roma are closely associated with nomadism in the literature, creating an essentialist discourse. Second, that anti-nomadism contributes to explaining and justifying Roma exclusion. Third, that this impacts how the relationship between Roma and education is uderstood. Nomadism is seen as both incompatible with and in opposition to education, and nomadic learning is seen as a distinct learning style. All in all, the analysis shows that knowledge production on Roma and education has established a discourse where it is legitimate to use nomadism to explain Roma disadvantage ineducation. This understanding builds on an essentialist view of Romani culture, and it elaborates and sustains key tropes of antigypsyist discourses.

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“…Colgate, et al [9], Harris and Goodall [10], Jeynes [11] and also found that parents who play the role of teachers at home and have a positive stance against children would prefer to engage in cognitive activities of children. The lower parental involvement shown by parents from the beginning will leave a lower academic aspirations for their children [12]. The parental involvement at home can be seen from the enthusiasm of parents in caring for their children's education.…”

Section: Predictors Towards Science Achievementsmentioning

confidence: 99%

Contributing Factors to Science Achievement in TIMSS Malaysia: Direct Model and Indirect Model

Ismail¹,

Samsudin²,

Amin³

et al. 2018

IJET

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The purpose of this study is to examine the extent to which home context, classroom context and school context influence students' science achievement in Trends in International Mathematics and Science Study (TIMSS) 2011. This study involved a total of 5733 respondents from 180 secondary schools in Malaysia based on TIMSS 2011 data. Random sampling using two stage stratified cluster sampling technique was done in selecting the sample. This study also proposes a model containing two exogenous constructs which are parental involvement and school discipline as well as two endogenous constructs which are attitudes towards science and science achievement. This study used structural equation modeling (SEM) technique to test the direct model, indirect model and to determine the strength of the relationship between one variable with another variable. The findings showed that parental involvement has a direct effect on students' attitudes toward science and students' science achievement while the student attitudes towards science have a negative relationship towards students' science achievement.

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Involvement of Roma parents in children’s education in Croatia: A comparative study

Cited by 12 publications

References 1 publication

Roma Parents' Perceptions on Education

Roma Parents' Perceptions on Education

Nomadism in Research on Roma Education

Contributing Factors to Science Achievement in TIMSS Malaysia: Direct Model and Indirect Model

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