Multicultural Education in Hungary

Gordon-Györi, János; Boreczky, Ágnes; Czachesz, Erzsébet; Vámos, Ágnes

doi:10.1007/978-3-531-93494-5_2

Cultural Diversity in the Classroom 2011

DOI: 10.1007/978-3-531-93494-5_2

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Multicultural Education in Hungary

János Gordon-Györi

Ágnes Boreczky

Erzsébet Czachesz

et al.

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Cited by 2 publications

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“…Research in Hungary focuses mainly on inequalities and equity, on differences between Roma and non-Roma students (e.g. different academic tracks, achievement gaps) and their causes (Gordon-Györi et al , 2011). In addition, there are also studies that examine the representation of Roma culture in educational content, finding that in two-thirds of the textbooks and teaching materials analysed, Roma culture is not present, and where it is present, it is misinterpreted or conveys a negative image (Orsós, 2020).…”

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The role of teachers’ views and attitudes in the academic achievement of Roma students

Fehérvári

2023

JME

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Purpose Inclusive education of Roma students is a priority goal of the European Union. However, synthesising analyses reveal precious little progress scored in this area. This study aims to explore the factors that have affect Roma students’ academic achievement, specifically, whether the views of their teachers have an impact on the performance besides individual and family background factors. Design/methodology/approach A large-sample questionnaire-based research study was conducted in the 2019/2020 academic year involving 4,674 seventh-grade students and 2,656 teachers from 194 Hungarian schools. On a self-admission basis, 374 of the students were Roma. Findings In the schools examined, the performance of Roma students is poorer, their commitment to learning is weaker, yet they have a higher opinion of their school and their teachers than their non-Roma peers. The involvement of majority students in extracurricular private tutoring, particularly foreign language learning, is greater. Roma students’ academic achievement is mainly affected by individual background factors, in particular by their school history. Originality/value The findings suggest that although the role of the school and pedagogical views is important, they are not predominant factors determining Roma students’ performance. The explanatory power of individual characteristics is stronger than that of school factors. The comparison between Roma and non-Roma students also shows that cooperation between different sectors (education, social and health) would be essential within and outside school in terms of home learning conditions, digital access and student well-being.

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The role of teachers’ views and attitudes in the academic achievement of Roma students

Fehérvári

2023

JME

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Budapesti tanárok nézetei a migrációról és a multikulturalizmusról. Szükség van-e a diverzitásra és a multikulturalizmusra?

Boreczky

Luu

2017

Educatio

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Multicultural Education in Hungary

Cited by 2 publications

References 3 publications

The role of teachers’ views and attitudes in the academic achievement of Roma students

The role of teachers’ views and attitudes in the academic achievement of Roma students

Budapesti tanárok nézetei a migrációról és a multikulturalizmusról. Szükség van-e a diverzitásra és a multikulturalizmusra?

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