Aim. The main goal of the article is to generalise and describe the aspects revealed during the ethnographic research conducted in 2018 that are related to the gender of Roma girls, as representatives of ethnic group, which have influence on the process of education in the context of school community. Concept. During the ethnographic research conducted in one of the schools in Lithuania in 2018, the fragments of Romani customary law were revealed, which are directly related to the female gender and show how belonging to a certain gender can have impact on the process of education at school. The Roma students were observed in their daily learning and communication environment, i.e. at school. The ethnographic research helped to reveal the ways a Roma school student thinks (interview method) and behaves (observation method) in a basic school. The present research was based on anthropological methodology (Okely, 2002; Bhopal & Myers, 2008; Durst, 2010) and mainly focused on one case-study. Conclusion. The Roma girls in the research acknowledged that life of Roma men is easier and that a heavy burden is placed on the shoulders of girls, what often hinders their successful learning. The burden mentioned by the Roma girls is related to responsibilities in housework and family. She is accompanied by the pressure of community to start a family early: to get married and to give birth to children and, thus, to emphasise and confirm own belonging to this ethnic group and continuation of traditions. The situation is exacerbated by the stereotypes in society and the Roma community, which in most cases are ruthless towards Roma girls and women. Cognitive value. The patriarchate, as the basis of Romani culture, and the unwritten customary law accompanying it frequently become a source of ambiguity. The Roma people, as an ethic group, draw a very distinct boundary between the understanding of "we" and "they", i.e. "the Roma people" and "gadje". Being a non-Roma researcher, i.e. gadje, one faces a difficult challenge - not to make mistakes interpreting various aspects of Romani culture, especially such sensitive ones as gender, gender roles and inequality. However, it becomes easier evaluating indisputable facts: the Romani customary law has influence on the process of their children's education. Roma children (girls in particular) still abandon the system of education too early (from our, gadje, perspective). EU documents (European Union Agency for Fundamental Rights [FRA], 2014) indicate that more Roma girls than boys indicate the fact of marriage or pregnancy to be the reason for early school leaving. The academic discourse, feminist anthropology allows for particularly critical evaluation of processes.

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学校的教育与习惯法的维护：以罗马女孩为例

目标。本文的主要目的是概括和描述2018年人种学研究期间揭示的与作为民族代表的罗姆女孩性别有关的方面，这些方面对学校背景下的教育进程产生影响社区。概念。在2018年对立陶宛一所学校进行的人种学研究期间，发现了罗曼语习惯法的片段，这些片段与女性性别直接相关，并表明属于某个性别的人如何对学校的教育过程产生影响。在日常学习和交流环境中，即在学校，对罗姆学生进行了观察。人种学研究有助于揭示罗姆学校学生在基础学校中的思维方式（访谈方法）和行为方式（观察方法）。本研究基于人类学方法论（Okely，2002； Bhopal＆Myers，2008； Durst，2010），并且主要集中于一个案例研究。结论。研究中的罗姆女孩承认罗姆男人的生活更轻松，女孩的肩膀负担沉重，这常常阻碍了他们的成功学习。罗姆女孩提到的负担与家务和家庭责任有关。她伴随着社区的压力，要求他们尽早建立家庭：结婚并生育孩子，从而强调和确认自己属于这个种族群体和传统的延续。社会和罗姆人社区的陈规定型观念使情况更加恶化，在大多数情况下，对罗姆族女孩和妇女的这种刻板印象是残酷的。认知价值。族长 作为罗曼文化的基础，随之而来的不成文的习惯法经常成为歧义的根源。作为一个伦理群体，罗姆人在对“我们”和“他们”的理解（即“罗姆人”和“ gadje”）之间划出了非常不同的界限。作为非罗姆人的研究者，即加吉人，面临着一个艰巨的挑战-要避免在解释罗曼文化的各个方面时犯错误，特别是在性别，性别角色和不平等等敏感方面。但是，评估无可争辩的事实变得更加容易：罗曼语习惯法对子女的教育过程产生影响。罗姆族儿童（尤其是女童）仍然过早放弃教育制度（从我们的观点来看）。欧盟文件（欧盟基本权利机构[FRA]，2014年）表明，罗姆族女生比男孩多表明结婚或怀孕是提早退学的原因。学术论述，女权人类学允许对过程进行特别严格的评估。