07 SES 11 B, Symposium on Gypsy, Roma and Traveller Education: In focus: Education of female Roma and Gypsy
The presentation discusses the (mostly impeding) impact of the traditional female role modelon the learning success of Roma and Gypsy women by focusing on the case of Marianne, a Hungarian Gypsy woman, who has come from a background of multiple deprivation but has managed a successful educational career (higher education graduation). Her educational biography can be seen as typical for Roma and Gypsy women in Hungary: She achieved her university degree at the age of 40 – with delays and breaks – mostly in evening courses in addition to family and work. The paper is based on two interview studies with Roma and Gypsy women in Hungary about their educational biography (Forray 2004 and Óhidy 2016a). The categorization of the school careers of Roma/Gypsy women in Hungary by Katalin R. Forray and András T. Hegedűs (Hegedűs 1996,Forray &Hegedűs 2003) served as the theoretical framework for both studies. Because the education for women threatens the traditional Roma/Gypsy female role model – not only because the most important role of women so far is to provide familycohesion, but also because a successful school career often means an assimilation process into the majority society culture (and giving up the traditional Roma/Gypsy minority culture as well) – an educational career for women was for a long time not considered asa necessary or desirable option. Recently, more Roma/Gypsy families have been willing to support the school career of their daughters, if they are willing to have children and don’t neglect the household. The results of the second study (Óhidy 2016) show that most families considered a school career as a chance for social advancement and they knowingly assisted their children (not only the boys but also the girls) with their further education and studies. In comparison with the former study(Forray 2004) we can assume that in these cases the role of the family in general has positively changed. Marianne – who can be seen as a typical case – questioned the traditional female role model and experienced strong identity crises because of the incompatible attitudes of the majority and minority culture. The departure from tight and constricting family relationships was very distressing. But she also experienced the freedom to decide,could develop her talents and took her life into her own hands, which altogether strengthened her self-esteem.
Hegedűs T. András (1996): A kisebbségi nő család és társadalom között. Educatio 3. pp. 441- 453. Forray R. Katalin/Hegedűs T. András. (2003): Cigányok, iskola, oktatáspolitika. Új Mandátum Kiadó, Budapest. Forray, R. K. (2004): Életutak – iskolai pályák. Interjúk cigány, roma fiatalokkal. Pécsi Tudományegyetem: Pécs. Óhidy, A. (2016a): A halmozottan hátrányos helyzetből a diplomáig – Tíz roma és cigány nő sikertörténete a magyar oktatási rendszerben. Óhidy, A. (2016b): Von der Mehrfachbenachteiligung zum Hochschulabschluss. Weibliche Roma im ungarischen Bildungssystem. In: Herwartz-Emden, Leonie/Baros, Wassilios/Schurt, Verena/Waburg, Wiebke (Hrsg.): Biografische Orientierungen, Selbstinszenierungen und Bildungsprozesse in der Migrationsgesellschaft. Reihe: Herwartz-Emden, Leonie: Weibliche Adoleszenz und Schule, Bd. 4. Leverkusen: Verlag Barbara Budrich. pp. 105-126. Óhidy, A. (2013): From multiple deprivation to success – educational careers of ten Roma and Gypsy women. In: Hungarian Educational Research Journal. http://herj.lib.unideb.hu/megjelent/index/10
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
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