Chances of Early School Leaving—With Special Regard to the Impact of Roma Identity

Author:

Bocsi Veronika1ORCID,Varga Aranka2ORCID,Fehérvári Anikó3ORCID

Affiliation:

1. Department of Social Sciences, Faculty of Education for Children and Special Educational Needs, University of Debrecen, 4220 Hajdúböszörmény, Hungary

2. MTA-PTE “For Educational Opportunities!” Research Group, Department of Roma Studies and Educational Sociology, University of Pécs, 7624 Pécs, Hungary

3. MTA-PTE “For Educational Opportunities!” Research Group, Institute of Education, Eötvös Loránd University, 1075 Budapest, Hungary

Abstract

Early school leaving rates among Roma are higher than in the majority population, as confirmed by several studies, but the descriptions are often two-dimensional. Intersectionality is described as a persistent situation formed by several social dimensions, and this specific position can be advantageous or disadvantageous from the aspect of educational inequalities. This study aims to explore what type of intersectional position can raise the chance of early school leaving and what is the role of the Roma ethnic identity in this. Earlier empirical analyses are rather two-dimensional, and these intersectional situations cannot be identified with them. The Hungarian Youth Survey databases provided an opportunity to conduct this type of multiple approaches. With the help of our results, the intersectional position can be described in which the chance of early school leaving is higher. The elements of this situation are embedded in economic, educational, geographical and ethnic categories at the same time. The effect of Roma ethnic identity is significant but not the strongest in our model. With the help of a comparison of the two waves of the research project, we can state that the patterns of this intersectional and disadvantageous situation are stable but not unchanged.

Funder

Hungarian Academy of Sciences “For Educational Opportunities!” Research Group

Hungarian Academy of Sciences: Research Programme for Public Education Development of the Hungarian Academy of Sciences

Publisher

MDPI AG

Subject

Public Administration,Developmental and Educational Psychology,Education,Computer Science Applications,Computer Science (miscellaneous),Physical Therapy, Sports Therapy and Rehabilitation

Reference44 articles.

1. (2023, January 19). EU Roma Strategic Framework for Equality, Inclusion and Participation for 2020–2030. Available online: https://commission.europa.eu/system/files/2021-01/eu_roma_strategic_framework_for_equality_inclusion_and_participation_for_2020_-_2030_0.pdf.

2. Van Praag, L., Nouwen, W., Van Caudenberg, R., Clycq, N., and Timmerman, C. (2018). Comparative Perspectives on Early School Leaving in the European Union, Routledge.

3. Rumberger, R.W. (2012). Dropping Out, Harvard University Press.

4. Lyche, C. (2010). Taking on the Completion Challenge: A Literature Review on Policies to Prevent Dropout and Early School Leaving, OECD Publishing. OECD Education Working Papers, No. 53.

5. A Critical Review of the Literature on School Dropout;Cabus;Educ. Res. Rev.,2013

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