The Mentoring’s Role among Alumni Students of István Wáli Roma College for Advanced Studies of the Reformed Church

Abstract

Colleges for Advanced Studies (CASs) are the oldest institutionalized talent development initiatives of higher education in Hungary (since 1895). The Act CCIV of 2011 on National Higher Education initiated the creation of a national network of denominational Roma CASs. In a CAS, students live in a dormitory, build a strong community, get scholarships and support from tutors and mentors. Important elements of Roma CASs are the following: religious education, social responsibility for society, and Roma identity empowerment (Godó et al., 2019; Kardos, 2013; Charta, 2011). In this study, we examined alumni (ex-university students) of a Roma CAS in Debrecen. Among other things, we were interested in how they relate to the mentoring process, how they feel about it, and how mentoring is perceived in their own lives. We are also interested in what types of mentors are mentioned and whether there is any form of mentoring in their current activities. Method of our research: qualitative interview analysis. Semi-structured interviews were conducted in 2018 with 17 alumni selected by snowball method. According to our results, the former students named 2 types of mentors who were next to them: layman and professional mentors, or they themselves can be typed as mentors on the basis of the following: layman mentors (layman persons involved in mentoring activities) and professional mentors. We consider it important to emphasize the role of the pastor in a Reformed institution, who has also been promoted to the professional mentoring category. In addition, our goal is to investigate the characteristics of networking patterns that emerge around specialist college students.

Stratified Student Society in Higher Education Fields. Impact of Expected Earning on Students' Career

“…After reviewing the literature and research, we formulate three hypotheses, which we test using a quantitative technique by comparing tercile trained based on expected earnings. (1) We hypothesise that children of parents with lower social status have a higher proportion of below-average earners (Róbert, 2010;Godó et al, 2020). ( 2) We assume that the highest number of children claiming extra points for extra achievement is among those with above-average earnings (Pusztai, Szigeti, 2021a;Pusztai, Szigeti, 2021b).…”

“…We have already mentioned that sociological studies of education focus on the differential access to higher education and the internal stratification and disadvantage-compensating function of each institution (Godó et al, 2020). Róbert (2003) discusses the issue of self-selection mechanisms as his results show that before the second millennium, the proportion of graduates with parents and students with advantageous cultural and economic capital was dominant among applicants to higher education compared to the group of non-graduates.…”

“…The family and secondary school pathways of disadvantaged students are in many ways inferior to those of their peers in higher status (e.g. financial situation, parents' example, intellectual care, 6-8 grade high school graduation, shadow education), but also sources of resilience such as mother's and student's literacy, parental care, teachers' and parents' advice, friends' example or the driving force of relationship building (Godó et al, 2020). While basic demographic and social status indicators can largely determine career aspirations, the strength of social and cultural capital endowments within the family have also been shown to be explanatory variables of the direction of further education (Pusztai, 2015a).…”

A nemzedékek közötti iskolai mobilitás mintázata és összefüggései az anyagi helyzettel : A reziliensek hátrányai a diploma után

“…Ezekkel a kérdésekkel tanulmányunkban nem foglalkoztunk. Szintén nem érintettük azokat a rezilienciakutatásokban megjelenő kérdéseket sem, amelyek azzal foglalkoznak, hogy a többlépcsős iskolai mobilitásnak melyek azok a negatív következményei, amelyek a jelentős társadalmi távolság megtételéből, a közösségvesztésből, a beilleszkedés nehézségeiből adódnak (Beck 1983, Bereményi-Durst 2021, Ceglédi 2018, Czeizel 1997, Durkheim 2000, Ferge 2006, Godó et al 2020, Hafičová et al 2020, Kapitány-Kapitány 2007, Leist Balogh-Jámbori 2016, Lukács J. 2018, Pusztai 2004, Reay et al 2009, Társadalmi tagolódás és mobilitás a jelenben és a múltban │ Tanulmányok Subramanyam et al 2013, Varga 2019.…”

“…Egy harmadik lehetséges megközelítés, amikor azokat a személyeket soroljuk a reziliensek közé, akik társadalmi mobilitásukon túl az élet más területein is sikeresek. Bár erős összefüggés látható például az iskolázottság és a szubjektív jóllét között, mégis érdemes számításba venni, hogy a társadalmi mobilitás nem mindig jellemezhető egyértelműen pozitív kimenetűként ebben a tekintetben (Beck 1983, Bereményi-Durst 2021, Ceglédi 2018, Czeizel 1997, Durkheim 2000, Ferge 2006, Godó et al 2020, Hafičová et al 2020, Kapitány-Kapitány 2007, Leist Balogh-Jámbori 2016, Lukács J. 2018, Pusztai 2004, Reay et al 2009, Subramanyam et al 2013, Varga 2019.…”