Roma students’ experiences: practices contributing to participation in post-compulsory education

References

• Aiello, E., J. Amador-López, A. Munté-Pascual, and T. Sordé-Martí. 2019. “Grassroots Roma Women Organizing for Social Change: A Study of the Impact of ‘Roma Women Student Gatherings.’.” Sustainability: Science, Practice & Policy 11 (15): 4054. https://doi.org/10.3390/su11154054.
   Google Scholar
• Aiello, E. A. K., X. Torrens, and R. Flecha. 2022. “Connecting Roma Communities in COVID-19 Times: The First RomaWomen Students’ Gathering Held Online.” International Journal Environmental Research and Public Health 19:5524. https://doi.org/10.3390/ijerph19095524.
   PubMed Web of Science ®Google Scholar
• Amador, J. 2016. “La “Roma Response” al Modelo Reproduccionista. La Educación, Nuestra Escalera para la Transformación Social.” International Journal of Sociology of Education 5 (2): 144–163. https://doi.org/10.17583/rise.2016.2091.
   Google Scholar
• Belfield, C. R., and H. M. Levin. 2007. The Price We Pay. Economic and Social Consequences of Inadequate Education. Washington: Brookings Institution Press.
   Google Scholar
• Blondal, K., and S. Adalbjarnardottir. 2012. “Student Disengagement in Relation to Expected and Unexpected Educational Pathways.” Scandinavian Journal of Educational Research 56 (1): 85–100. https://doi.org/10.1080/00313831.2011.568607.
   Web of Science ®Google Scholar
• Bruneau, E., H. Szekeres, N. Kteily, N. T. R. Tropp, and A. Kende. 2020. “Beyond Dislike: Blatant Dehumanization Predicts Teacher Discrimination.” Group Processes and Intergroup Relations 23 (4): 560–577. https://doi.org/10.1177/1368430219845462.
   Web of Science ®Google Scholar
• Díez, J., S. Gatt, and S. Racionero. 2011. “Placing Immigrant and Minority Family and Community Members at the School’s Centre: The Role of Community Participation.” European Journal of Education 46 (2): 184–196. https://doi.org/10.1111/j.1465-3435.2011.01474.x.
   Web of Science ®Google Scholar
• Díez-Palomar, J., R. García-Carrión, L. Hargreaves, and M. Vieites. 2020. “Transforming students’ Attitudes Towards Learning Through the Use of Successful Educational Actions.” PLoS ONE 15 (10): e0240292. https://doi.org/10.1371/journal.pone.0240292.
   PubMed Web of Science ®Google Scholar
• Epstein, J. L. 2018. School, Family, and Community Partnerships: Preparing Educators and Improving Schools. Second editions ed. Boulder, CO: Westview Press.
   Google Scholar
• European Commission. 2020. A Union of Equality: EU Roma Strategic Framework for Equality, Inclusion and Participation. Luxembourg: European Commission.
   Google Scholar
• Fan, W., and C. A. Wolters. 2014. “School Motivation and High School Dropout: The Mediating Role of Educational Expectation.” British Journal of Educational Psychology 84 (1): 22–39. https://doi.org/10.1111/bjep.12002.
   PubMed Web of Science ®Google Scholar
• Flecha, R. 2000. Sharing Words. Theory and Practices of Dialogic Learning. Washington, DC: Rowman & Littlefield Publishers.
   Google Scholar
• Flecha, R. 2015. Successful Educational Actions for Inclusion and Social Cohesion in Europe. Springer International Publishing. https://doi.org/10.1080/0305764X.2013.819068.
   Google Scholar
• Flecha, R. 2022. The Dialogic Society. The Sociology Scientists and Citizens Like and Use. Barcelona: Hipatia Press. https://hipatiapress.com/index/en/2022/12/04/the-dialogic-society-2/.
   Google Scholar
• Flecha, A., S. Abad-Merino, F. Macías-Aranda, and B. Segovia-Aguilar. 2022. “Roma University Students in Spain: Who are They?” Education Sciences 12 (6): 400. https://doi.org/10.3390/educsci12060400.
   Web of Science ®Google Scholar
• Flecha, R., and M. Soler. 2013. “Turning Difficulties into Possibilities: Engaging Roma Families and Students in School Through Dialogic Learning.” Cambridge Journal of Education 43 (4): 451–465.
   Web of Science ®Google Scholar
• FRA-European Union Agency for Fundamental Rights. 2023. “Roma in 10 European Countries- Main Results.” http://fra.europa.eu/sites/default/files/fra_uploads/fra-2022-roma-survey-2021-main-results2_en.pdf.
   Google Scholar
• Garcia, R. 2012. “Out of the Ghetto Psychological Basis of Dialogic Learning.” International Journal of Educational Psychology 1:51–69. https://doi.org/10.4471/ijep.2012.04International.
   Google Scholar
• Gatt, S., I. Puigdellivol, and S. Molina. 2010. ““Mead’s Contributions to Learner’s Identities.” Journal of Psychodidactics 15 (2): 223–238. https://doi.org/10.1387/RevPsicodidact.814.
   Google Scholar
• Gómez, J., A. Latorre, M. Sánchez, and R. Flecha. 2006. Metodología comunicativa crítica. Barcelona: El Roure.
   Google Scholar
• Hinton-Smith, T., and M. T. Padilla-Carmona. 2021. “Roma University Students in Spain and Central and Eastern Europe: Exploring Participation and Identity in Contrasting International Contexts.” European Journal of Education 56 (3): 454–467. https://doi.org/10.1111/ejed.12459.
   Web of Science ®Google Scholar
• Khalfaoui, A., R. García-Carrión, and L. Villardón-Gallego. 2020. “Bridging the Gap: Engaging Roma and Migrant Families in Early Childhood Education Through Trust-Based Relationships.” European Early Childhood Education Research Journal 28 (5): 701–711. https://doi.org/10.1080/1350293x.2020.1817241.
   Web of Science ®Google Scholar
• Kisfalusi, D. 2023. “Roma students’ Academic Self-Assessment and Educational Aspirations in Hungarian Primary Schools.” British Journal of Sociology of Education 44 (5): 879–895. https://doi.org/10.1080/01425692.2023.2206003.
   Web of Science ®Google Scholar
• Mead, G. 1934. Mind, Self and Society from the Standpoint of a Social Behaviorist. Chicago: University of Chicago Press.
   Google Scholar
• Ministerio de Educación, Cultura y Deporte and Fundación Secretariado Gitano. 2013. El alumnado gitano en secundaria. Un estudio comparado. Madrid: National Strategy for the Social Inclusion of Roma in Spain (2011-2020).
   Google Scholar
• Morlà-Folch, T., A. I. Renta-Davids, M. Padrós-Cuxart, and R. Valls-Carol. 2022. “A Research Synthesis of the Impacts of Successful Educational Actions on Student Outcomes.” Educational Research Review 37:37. https://doi.org/10.1016/j.edurev.2022.100482.
   Web of Science ®Google Scholar
• Munté, A., I. de Vicente, I. V. Matulic, and J. Amador. 2020. “The Invisible Feminist Action of Roma Families.” Affilia 35 (4): 516–532. https://doi.org/10.1177/0886109920906780.
   Web of Science ®Google Scholar
• Munté-Pascual, A., A. Khalfaoui, D. Valero, and G. Redondo-Sama. 2022. “Social Impact Indicators in the Context of the Roma Community: Contributions to the Debate on Methodological Implications.” International Journal of Qualitative Methods. https://doi.org/10.1177/16094069211064668.
   Web of Science ®Google Scholar
• O’Nions, H. 2010. “Different and Unequal: The Educational Segregation of Roma Pupils in Europe.” Intercultural Education 21 (1): 1–13. https://doi.org/10.1080/14675980903491833.
   Google Scholar
• Orfield, G. 2022. The Walls Around Opportunities: The Failure of Colorblind Policy for Higher Education. New Jersey: Princeton University Press.
   Google Scholar
• Puigvert, L., M. Christou, and J. Holford. 2012. “Critical Communicative Methodology: Including Vulnerable Voices in Research Through Dialogue.” Cambridge Journal of Education 42 (4): 513–526. https://doi.org/10.1080/0305764X.2012.733341.
   Web of Science ®Google Scholar
• Rutigliano, A. 2020. “Inclusion of Roma Students in Europe: A Literature Review and Examples of Policy Initiatives.” OECD Education Working Papers, No. 228. Paris: OECD Publishing. https://doi.org/10.1787/8ce7d6eb-en.
   Google Scholar
• Schofield, J. W. 2006. Migration Background, Minority-Group Membership and Academic Achievement: Research Evidence from Social, Educational, and Developmental Psychology. Berlin: AKI.
   Google Scholar
• Soler, M., and A. Gómez. 2020. “A Citizen’s Claim: Science with and for Society.” Qualitative Inquiry 26 (8–9): 943–947. https://doi.org/10.1177/1077800420938104.
   Web of Science ®Google Scholar
• Valls, R., and L. Kyriakides. 2013. “The Power of Interactive Groups: How Diversity of Adults Volunteering in Classroom Groups Can Promote Inclusion and Success for Children of Vulnerable Minority Ethnic Populations.” Cambridge Journal of Education 43 (1): 17–33. https://doi.org/10.1080/0305764X.2012.749213.
   Web of Science ®Google Scholar