Abstract

Gypsy children low school engagement, high rates of school dropout, and pervasive school failure are relevant societal challenges that may be explained by Gypsy people cultural mores, but also by the discriminatory behaviors of school peers. The latter may be a consequence of insufficient accurate knowledge of Gypsy culture. The present study developed a brief school-based intervention targeting the whole class with a focus on raising awareness of Gypsy culture, the educational aspirations of Gypsy students, and their experiences with discrimination. To assess the effectiveness of the intervention, 88 classes encompassing 1505 fourth and fifth grades students enrolled in Portuguese schools were randomly assigned to one of three conditions: Control Group, Focused on the Domain Group (Gypsy culture), and Non-Focused on the Domain Group (general non-dominant cultural groups such as immigrants). These groups were assessed in three waves: pretest, post-test, and follow-up. Data from this longitudinal cluster randomized trial showed the efficacy of this brief intervention in decreasing reported social distance and increasing positive attitudes toward Gypsy people. Importantly, results from the Focused on the Domain Group intervention were more positive than the Non-Focused on the Domain Group. Implications for educational practice are discussed.

摘要

吉普赛儿童的入学率低，辍学率高和普遍的学校失学是相关的社会挑战，这可以用吉普赛人的文化习俗来解释，也可以用同龄人的歧视行为来解释。后者可能是由于对吉普赛文化的准确知识不足所致。本研究针对整个班级制定了简短的基于学校的干预措施，重点是提高人们对吉普赛文化的认识，吉普赛学生的教育愿望以及他们的歧视经历。为了评估该干预措施的有效性，将88个班级（包括1505名在葡萄牙学校就读的四年级和五年级学生）随机分配给以下三个条件之一：对照组，专注于领域组（吉普赛文化），和非关注域组（一般的非主流文化组，例如移民）。对这些组的评估分为三个阶段：测试前，测试后和随访。来自该纵向集群随机试验的数据表明，这种短暂干预的作用是减少报告的社交距离并提高对吉普赛人的积极态度。重要的是，“关注域组”干预的结果比“不关注域组”干预的结果要积极。讨论对教育实践的意义。来自该纵向集群随机试验的数据表明，这种短暂干预的作用是减少报告的社交距离并增加对吉普赛人的积极态度。重要的是，“关注域组”干预的结果比“不关注域组”干预的结果要积极。讨论对教育实践的意义。来自该纵向集群随机试验的数据表明，这种短暂干预的作用是减少报告的社交距离并增加对吉普赛人的积极态度。重要的是，“关注域组”干预的结果比“不关注域组”干预的结果要积极。讨论对教育实践的意义。