Being Roma – being Greek: academically successful Greek Romas’ identity constructions

Gkofa, Panagiota

doi:10.1080/13613324.2016.1191700

Cited by 12 publications

(5 citation statements)

References 22 publications

(29 reference statements)

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“…Moreover, Nepal being the multicultural country, social discrimination and stigma are high (Regmi, Gaihre, & Sharma, 2019). Ethnic‐cultural discrimination in school is a phenomenon that is documented in different countries which affect personal and social development from early ages and sometimes affect the health of students whose family origin or culture differs from majority (Gkofa, 2017; Zinga & Gordon, 2016). Moreover, ethnic discrimination and its relation to bullying are well documented in an earlier study which reported that students from ethnic minority groups in school are more likely than the ethnic majority groups to be bullied (Graham, 2006).…”

Section: Discussionmentioning

confidence: 99%

Bullying victimization and adverse health behaviors among school‐going adolescents in South Asia: Findings from the global school‐based student health survey

Rahman

Khan

et al. 2020

Depress Anxiety

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Background: Bullying among adolescents is a global public health issue and has adverse behavioral and mental health consequences, yet a little is known about the relationship between bullying victimization and adverse health behaviors in adolescence in South Asian countries. Methods: Data for this cross-sectional analysis were extracted from the global school-based student health survey (GSHS) in Bangladesh (n = 2,989), 2014 and in Nepal (n = 6,529), 2015. Multivariate logistic regression analyses were used to identify the associations between bullying victimization and adverse health behaviors or outcomes: physical violence, sexual history, tobacco use, alcohol use, drug use, suicide ideation, plan, attempt, loneliness, and sleeping difficulty. Results: The prevalence of bullying victimization that occurred for a minimum of 1 day during the 30 days preceding the survey was 24.5% in Bangladesh and 50.9% in Nepal. This study observed significant relationships between bullying victimization

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Section: Discussionmentioning

confidence: 99%

Bullying victimization and adverse health behaviors among school‐going adolescents in South Asia: Findings from the global school‐based student health survey

Rahman

Khan

et al. 2020

Depress Anxiety

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“…Ethnic-cultural bullying could be a very adverse factor for programs and policies of educational and social inclusion whose purpose is assisting the Roma population. Taking into consideration the negative effects of ethnic-cultural discrimination and violence among minors (e.g., Garnett et al, 2014; Priest et al, 2014; Baysu et al, 2016; Cooper and Sánchez, 2016; Brüggemann and D’Arcy, 2017; Gkofa, 2017), it is essential to continue studying ethnic-cultural bullying. The scientific knowledge of this phenomenon will provide a better protection of the minors’ physical and psychological integrity in pluricultural contexts and the development of educational policies and strategies that are effective to prevent and eradicate discrimination, racism and xenophobia.…”

Section: Discussionmentioning

confidence: 99%

“…Ethnic-cultural discrimination in schools is a phenomenon documented in different countries that seems to threaten personal and social development from early ages and that sometimes even affects the health of students whose family origin or culture differs from the majority (Hooks and Miskovic, 2010; McKinney, 2010; Zembylas, 2010; Zinga and Gordon, 2014; Brüggemann and D’Arcy, 2017; Gkofa, 2017). In adolescents from minority cultural groups, the perception of social discrimination predicts mistrust toward the cultural majority (Benner and Graham, 2013).…”

Section: Introductionmentioning

confidence: 99%

Ethnic-Cultural Bullying Versus Personal Bullying: Specificity and Measurement of Discriminatory Aggression and Victimization Among Adolescents

et al. 2019

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The present study contrasts personal bullying with ethnic-cultural bullying. A representative pluricultural sample from a Spanish adolescent population of Secondary Education took part in the study (N = 27369). The sample filled in the EBIPQ to measure personal bullying. Additionally, they filled in an adaptation of this questionnaire to measure the ethnic-cultural bullying: the EBIPQ-ECD. The EBIPQ-ECD validation showed optimal psychometric properties and a bidimensional structure: ethnic-cultural victimization and ethnic-cultural aggression. The same roles of participation in personal bullying —aggressor, victim, bully/victim, non-involved— were observed in ethnic-cultural bullying, but they did not coincide with each other in a considerable part. Therefore, we concluded that ethnic-cultural bullying is a different phenomenon from personal bullying, with the possibility of certain dynamism existing between both. To prevent and mitigate ethnic-cultural bullying, educational inferences are proposed. We also recommend the use of the EBIPQ-ECD as a tool to evaluate and detect ethnic-cultural aggressions and victimization.

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“…Coming back to the United States, collaborators (1993, 2001) observed that, across all the studied minority groups, those students who maintained a stronger ethnic identity and had only selectively acculturated performed better that those who had lost their identity (dissonant acculturation) and how this was especially the case in highly discriminated groups. Derrington and Kendall (2007) and Gkofa (2017b) have tested Portes' theory of selective acculturation on successful Roma students, arriving at the same conclusion. In Spain this line of research is still completely underdeveloped and constitutes the first of the research gaps identified by our literature review.…”

Section: Emerging Approaches and Research Gaps In Roma Education Studiesmentioning

confidence: 80%

Roma Population in the Spanish Education System: Identifying Explanatory Frameworks and Research Gaps

Rosa

García-Andreu

2021

Social and Economic Vulnerability of Roma People

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This chapter makes a literature review based on the Grant and Booth qualitative systematic methodology of the studies about the educational situation of the Roma in Spain, with an wider, extended scope that allows to compare the findings with those conducted on other countries’ Roma populations. Studies on the Roma educational situation in Spain are hindered by the lack of official, periodical statistics, having to rely on sample-based surveys and ethnographic studies. In spite of the inaccuracy of the studies all of them show, as a general picture, a staggering educational gap between the Roma and the rest of society which is common to all Western countries. Most of the studies on Roma education have concentrated in this negative aspect. Numerous theoretical frameworks have been developed to explain this staggering education gap. All them acknowledge the phenomenon as a multidimensional one but for heuristic purposes they can be ordered along an endogenous/exogenous factors continuum depending on how much they stress the weight of factors stemming from characteristics of the Roma ethnic group itself or, on the contrary, of the majority non-Roma society. The literature review has also identified an emergent critical current that sees this studies focused on educational underachievement as a sharing a common essentialist bias that helps to reinforce the stigmatization of Roma and have turned to focus, instead, on the study of academic success among the Roma. Although this emerging field is very promising, our review has identify several significant research gaps in this regard: a lack of longitudinal studies, a lack of studies on the Roma upper and middle classes and a lack of studies on Roma students in post-compulsory education, particularly the university level. This article encourages researchers to fill this gaps with the conviction that the knowledge obtained can help combat the negative stereotypes and the self-fulfilling prophecy effect that approaches focused on Roma underachievement may have.

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Being Roma – being Greek: academically successful Greek Romas’ identity constructions

Cited by 12 publications

References 22 publications

Bullying victimization and adverse health behaviors among school‐going adolescents in South Asia: Findings from the global school‐based student health survey

Bullying victimization and adverse health behaviors among school‐going adolescents in South Asia: Findings from the global school‐based student health survey

Ethnic-Cultural Bullying Versus Personal Bullying: Specificity and Measurement of Discriminatory Aggression and Victimization Among Adolescents

Roma Population in the Spanish Education System: Identifying Explanatory Frameworks and Research Gaps

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