Minority parents’ coping efforts to improve their children’s academic achievement: the Tanodas in Hungary

Abstract

Our paper is based on a study carried out among students of Hungarian tanodassecond chance educational institutions in Hungaryand their parents. The findings of the interview research did not support deficit models and suggest that schooling is a vital issue for both Roma/Gypsy families and their children. All families have limited resources and opportunities to achieve desired goals, and despite their strong intent and determination, they often seem to lack a clear vision of the steps to be taken. Our results show that children have to cope with negligence, stigmatization, exclusion, discrimination, etc. Turning to tanodas for help has become a sort of coping strategy in and of itself. We could identify, as common parental strategies, the 'squeezing out' of the maximum available scarce opportunities, building on social networks, and monitoring their children's studies. Students' coping mechanisms regarding identity-threats were more varied and ranged from confrontation via proxy control and social support, to disengaging from school and taking on a negative identity or, the opposite, taking up positive roles.

¿Qué nos dejó la pandemia? Retos y aprendizajes para la educación superior

“…Pertenecer a una comunidad marginada, ser parte de un grupo estigmatizado y discriminado con un nivel socioeconómico bajo, afecta el acceso a la educación, en estas circunstancias los logros de aprendizaje esperados muy difícilmente pueden ser alcanzados. Este es el caso de los Tanohadas, un grupo de niños gitanos de Budapest que, según Nguyen, a pesar de su fuerte intención y determinación no logran superar las barreas discriminatorias de la sociedad y continúan rezagados (Nguyen-Luu et al, 2019), una realidad que a menudo la vemos en nuestro medio.…”

Disfunción familiar y su afectación en el comportamiento escolar de los niños, Quevedo - ecuador

“…La presente investigación permitió a los padres de familias estrategias que permitan desarrollar relaciones intrafamiliares adecuadas que coadyuven a optimizar el aprendizaje de los estudiantes, siendo estos el centro del proceso de enseñanza-aprendizaje a través de una participación activa y consciente en las tareas escolares e intrafamiliares que favorezcan la construcción de sus conocimientos, habilidades y valores, (Nguyen, et al, 2019).…”

A Glance to the Lives of Muslim Women in Hungary. One Community and Multiple Identities: Immigrant, Hungarian, Convert, Hijabi, Non-Hijabi

“…The researches within Hungarian Literature regarding Muslims in general or Muslim women, in particular, are not sufficient enough. There are quite many studies conducted on immigrant and minority groups in Hungary on various topics ( Fülöp et al, 2007;Bodor, 2015;Bigazzi and Csertő, 2016;Nguyen Luu et al, 2019 but not specifically on the Muslim community despite there are ethnic groups among immigrants such as Turks and Arabs that can be considered as Muslim. These researches on immigrants groups explored the topics such as their experiences of discrimination (Simonovits, 2013;Örkény and Székelyi, 2009;Sik and Várhalmi, 2012), their labor market status (Hárs, 2013;Örkény and Székelyi, 2010;Várhalmi, 2013) and the social integration among them (Cartwright, Sik and Svensson 2008;Örkény and Székelyi, 2010;Várhalmi, 2013).…”