Roma Youth and Roma Student Societies in the Hungarian Higher Education in the Light of Process-based Model of Inclusion

Abstract

Organisations and their programmes that specifically address target groups play an important role in creating inclusive educational environments. In this study, through the life stories of Roma students and by examining, describing, and analysing their formalcommunity (the Roma Student Society Network), the authors present principles and dynamics in a model, which may be used as a basis for creating an inclusive environment in the specific context of a university. Our aim in writing this paper is to detail and embed in a process-based model of inclusion the capital accumulation provided by the Roma Student Society, an organisational structure that offers successful social mobility pathways for Roma students. Furthermore, by presenting the results of an empirical study about the Wlislocki Henrik Roma Student Society (WHSz) at the University of Pécs in Hungary and comparing this data to the research results of Roma student societies in other educational institutions across the country, the authors will try to demonstrate and model the necessity, success, and adaptability of WHSz as a support programme.

Roma Youth’s Perspective on an Inclusive Higher Education Community: A Hungarian Case Study

“…During the time spent in the student society (the process of inclusion), dormitory placement, community space, cultural programs, and individualized support are provided for all members. Another study supports the finding that Roma student societies decrease the chance of drop-out (output of inclusion) [15]. According to researchers, this result is due to the fact that Roma student societies provide inclusive small communities and safe spaces for Roma and/or disadvantaged students, creating a bridge between family and the university environment.…”

“…According to a Hungarian study, Roma and underprivileged students at universities are less likely to be involved in larger social and academic support programs; however, smaller communities can better support student involvement for them [14]. Inclusiveness is defined as a process-based approach [15] where the 'input' is the conditions that support entry into an inclusive organization, the 'process' covers all aspects of the time spent in the community, including the practice of equity, and the 'output' is captured in performance indicators.…”