Access and Inclusion for Gypsy and Traveller Students in Higher Education

D'Arcy, Kate; Galloway, Lisa

doi:10.1007/978-3-319-60261-5_12

Cited by 5 publications

(8 citation statements)

References 8 publications

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“…We believe that the difficulties in locating and contacting this type of student were due to the invisibility of the collective and, in part, due to institutional mistrust. These difficulties have been noted in the literature on an international scale (Condon et al, 2019; D’Arcy and & Gallogaw, 2018), which considers Roma people to be a hard-to-reach group.…”

Section: Methodsmentioning

confidence: 99%

“…Regarding the first dimension, we found the collaborative relationship and openness of the educational centre with families to be essential (Bhopal and Myers, 2009; D’Arcy and & Gallogaw, 2018).…”

Section: Protective Factors In the Face Of The Educational Exclusion ...mentioning

confidence: 99%

“…‘Traveller communities are not homogeneous and nor are their educational needs and desires. Nevertheless, what cannot be denied is that they almost all continue to experience discrimination and this limits their educational opportunities’ (D’Arcy and & Gallogaw, 2018: 226).…”

Section: Educational Inequality and Its Effects On Those From A Roma ...mentioning

confidence: 99%

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What makes them thrive? Protective factors for the academic success of Roma university students: A case study

Noche

Goenechea-Permisán

2022

Education, Citizenship and Social

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The situation of oppression and discrimination of Roma people is a fact that can be observed in many research studies. This is in conjunction with segregation and unequal educational conditions for Roma students, which do not seem to improve despite economic investment and specific intervention programmes. We understand that these situations are ever-present and structural in our society and that they segregate and exclude and become cultural, social and educational barriers for Roma students to successfully continue their academic careers until they reach university. The aim of this study was to understand the views of Roma students at a university in the south of Spain regarding the factors that had enabled them to overcome the initial difficulties they had faced during primary and secondary education, and which had acted as protective factors against educational exclusion. We have included quantitative data through the use of questionnaires, and qualitative data through the use of interviews. The results suggest that these factors are diverse, intersecting and are not mutually exclusive. Family and teacher support and the presence of a non-segregated environment, as well as personal motivation and self-awareness, are key factors. A relevant finding has been the flexibility of cultural reference models that have allowed them to navigate the exclusionary structures of the school.

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Section: Methodsmentioning

confidence: 99%

Section: Protective Factors In the Face Of The Educational Exclusion ...mentioning

confidence: 99%

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What makes them thrive? Protective factors for the academic success of Roma university students: A case study

Noche

Goenechea-Permisán

2022

Education, Citizenship and Social

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“…The HE political, social, and institutional contexts can be very diverse in different countries (Armstrong & Cairnduff, 2011). Many studies elsewhere have been carried out by analysing important issues related to inclusion in higher education in national contexts, such as general challenges related to inclusion in higher education (Moriña, 2017), perception of inclusive education in higher education (Martins, Borges, & Gonçalves, 2018), the inclusion of students with disabilities (Beauchamp-Pryor, 2012;Collins, Azmat, & Rentschler, 2019;Hutcheon & Wolbring, 2012;Madriaga et al, 2010;Mutanga, 2018;Parker, 1998;Van Den Heuij, Neijenhuis, & Coene, 2018;Yusof, Chan, Hillaluddin, Ramli, & Saad, 2020, Zabeli, Kaçaniku Koliqi & Li, 2021, the inclusion of socioeconomically disadvantaged students (Armstrong & Cairnduff, 2011;Lesley, 2016;Weedon & Riddell, 2016), the inclusion of students with minority ethnic backgrounds (D'Arcy & Galloway, 2018;Weedon & Riddell, 2016), internalisation challenges related to inclusion (Iñiguez, 2011), and social inclusion (Gale & Hodge, 2014).…”

Section: Theoretical Backgroundmentioning

confidence: 99%

The University Administrative Staff Perception of Inclusion in Higher Education

Nīmante

Baranova

Stramkale

2021

ActPaed

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This study investigates university administrative staff perception of inclusion in higher education at the university level. The study uses the University of Latvia as a case to answer the following research questions: What constitutes inclusion in university education, how accessibility is provided? What are the support systems provided for diverse students? What support and training are provided to administrative and academic staff to ensure that the educational needs of diverse student bodies are met? The methodology employed is exploratory and descriptive, and uses the interview method and semi-structured questionnaire. The sample is made of seven administrative staff members representing all levels of administration in the University. Findings suggest that administrative staff members perceive inclusion as a new principle for HE, where diversity is perceived in its broader sense. Findings indicate that support is provided to all students, but that the support is not designed specifically for students with diverse needs. Findings suggested that none of the administrative staff or academics had received training on how to address student diversity.

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“…A range of common concerns has been identified across European countries including Roma pupils not attending school or only attending in earlier years (Rosário et al., 2017); achieving less well than non-Roma pupils (FRA/UNDP, 2014; Wilkin et al., 2010); not progressing into Higher Education (D’Arcy and Galloway, 2018); experiencing bullying or racism from other pupils and teachers (Bhopal, 2011a); being taught in a culturally insensitive fashion and consequent loss of Roma culture (Bhopal, 2011b; Myers et al. 2010); and, education policy and practice that misrepresents Roma identity and interests (Bereményi and Carrasco, 2015; Myers, 2018).…”

Section: Roma Education and Geneticsmentioning

confidence: 99%

An inheritance of exclusion: Roma education, genetics and the turn to biosocial solutions

Myers

2019

Research in Education

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Since the 1990s an increasing body of genetic studies of Roma people has been conducted and used to understand their lives. This includes research on health issues such as genetic predispositions to obesity or high cholesterol levels and the migration of European Roma from the Indian subcontinent. Such work needs to be contextualised within the wide-ranging historical oppression of Roma people including their enslavement, the Holocaust, denial of human rights and a lack of access to education. Aligning genetics research to educational policy has often been problematic in the context of discredited, ‘race’ science; recently more nuanced arguments have promoted ‘post-genomic’ solutions, such as biosocial strategies, that address social justice issues. This article argues that an economy of knowledge emerges in the ‘postgenomic era’ that privileges predominantly White European, majority populations and this is particularly apparent in the context of the Roma. The promotion of educational solutions framed by genetics research underpins how cultural capital, in this case scientific knowledge and its framing within social theory such as Deleuzian assemblage will, in all likelihood, maintain the status quo for the Roma.

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Access and Inclusion for Gypsy and Traveller Students in Higher Education

Cited by 5 publications

References 8 publications

What makes them thrive? Protective factors for the academic success of Roma university students: A case study

What makes them thrive? Protective factors for the academic success of Roma university students: A case study

The University Administrative Staff Perception of Inclusion in Higher Education

An inheritance of exclusion: Roma education, genetics and the turn to biosocial solutions

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