Survey in the elementary schools effective in the education of Roma pupils attending secondary education (1999/2000)
The objective of our research, which was based on the results of the first phase of the research - was to measure those conditions in chosen elementary schools which are relevant concerning Roma pupils' opportunity to study in secondary schools, and where the rate of Roma students accepted for secondary studies exceeds at least 50%.
The conceptual background of the survey aiming at the effectiveness is that to what extent this phenomenon is in relation with
1. the operational parameters of the school (the equipment, the programmes)
2. the Roma pupils' social background and the family conditions a Roma
3. Values and attitude of the teachers working in the school
Short explanation of the results
1. Characteristics of the institutions
1.1. Supply
The most positive effect on Roma students efficiency was the introduction of romology (Science of ethnic Roma customs and attitude) to the pedagogical curriculum. As the analysis of linguistic conditions shows, this element exercise influence on effectiveness if Roma pupils speak fluent Hungarian. Teaching the subjects of romology can strengthen the need for mutual understanding and exchange of thoughts between the Roma and non-Roma, and at the same time, it enhances the Roma identity.
Ineffectiveness can be reached via teaching IT and current western languages. These languages are logical counterparts of Russian language, which exercise a negative effect on the Roma's participation in secondary education. This negative effect does not stem from the relative unimportance of Russian language (which can cause disadvantage at a later stage, anyway) but from the fact that teaching Russian is accompanied by other drawbacks such as having classes in auxiliary buildings which is a segregational practice, and the lack of proper equipment in schools.1.2. Equipment, location
Schools well equipped with special classrooms and computer labs have moderately positive effect on effectiveness. This positiveness cannot be separated from the size and the location of the institute. If the school has several buildings it is of major importance where Roma students study, i.e.: central or peripheral venues, what their rate is among other students and how these buildings are equipped. It has a moderate but positive impact on effectiveness if the Roma students study at a well-equipped central building or in a subsidiary building, which is also well-equipped but does not seal off the pupils and they do not form "gypsy class". As a consequence of the above mentioned facts, that effectiveness suffers a major set back if Roma pupils are positioned in peripheric buildings which is ill-equipped. If their discrimination embodies in "gypsy class" it has the most undesired negative effect.
1.3. Development
Among the school development idea only the further education of teachers has a moderate but undoubtedly positive effect on the effectiveness of Roma pupils. It is examined at the chapter about teachers but it is worth mentioning here as well that the in the further education programme romology has an utmost significance.1.4. Roma students
Taking the level of Roma representation in nursery and the level of their absention into consideration it is visible that both of them have marginal effect on effectiveness. If they attend nursery or their rate of absention is low it has weak but positive effect. On the other hand it has a weak, negative effect if they do not attend nursery or are absent more frequently.2. The teachers
2.1. Educational background
The effectiveness achieved by the school has very strong positive ties with the teachers' further education in the field of romology. This effect is multiplied if the education take place at university level. If romology is acquired by means of short term training, its effect is positive but not that significant.2.2. Attitude
The teachers' educational background in romology depends on their positive, admissive attitude towards Roma pupils and on their style of pedagogy. Undoubtedly if a teacher favours and makes effort to enhance conversation between the Roma and Non-Roma, the mutual understanding it results in a very desirable positive effectiveness. These teachers do not have prejudice and also have better relationship with Roma pupils - the latter one has invaluable positive pedagogical effect.
The strongest positive effect of the measured pedagogical attitudes is resulted from the initiation of Roma parents into the procedure. This pedagogical approach comes along with assertive, open-minded and impartial attitude3. The effect of the family
3.1. Language
The level of the knowledge of the language spoken by the parents and the command of Hungarian language exercise strong effect on effectiveness. Although replacement of the original language can be pointed out among the parents, but it must be kept in mind that the parents' inadequate usage of Hungarian language during their descendants childhood is one source of failure in the studying process.3.2. Level of education, number of children
The level of the parents qualification (which is not independent from the language they speak) has strong effect both in negative and positive extent. In the first place its has devastating effect if the parents have not completed primary education. It is, however positive if, at least, they skilled workers. The effect of the children's number in the family is moderate. This effect is also irrelevant regarding the standard of living (income per person), which suggests that high number of children might be an autonomous fact in the field of studying (e.g.: It is more difficult to get prepared for classes, etc)
3.3. Economic activity, standard of living
The parents economic activity influences the effectiveness in school. However the analysis of the collected data makes it clear that the positive effect concerning the effectiveness of Roma pupils participating in secondary education, if the parents works (i.e.: not unemployed). Consequently the unemployed parent has a negative effect. The active, full-time employment is one of the major source of income for the parents which provides moderately strong effect (both positive and negative)
The standard of living requires more comments: In the case of families from where a child can participate in education offering final examination the family income per capita is below subsistence wage just like in the opposite case.
Another aspect of economic situation is the question of their habitat: Although the pupils in efficient schools enjoy better infrastructure then those who attend inefficient schools, but after all both group of pupils live under the same harsh conditions.The discrepancy between the active employment and the effect of financial conditions - namely that the effect of the activity is more important then the financial conditions - designates the fact the example of the employed parents has non-financial effects (e.g.: social-psychological reserves of the family) on the children which can contribute to the their opportunity to participate in secondary or higher education
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