ABSTRACT

This paper explores Greek Roma mothers’ aspirations and expectations regarding the education of their children, analysing responses regarding three core issues: the value they ascribe to education, their educational aspirations, and their perceived resources for supporting their children’s education. The analysis is based on 27 in-depth interviews with Greek Roma mothers of 3–6 or 9–11 years-old children living in the broader Athens metropolitan area. The Super and Harkness’ theoretical framework of developmental niche guided the study. Thematic analysis according to Braun and Clark was employed for data analysis. Consistent with previous research, this study showed that Greek Roma mothers recognised the importance of school attendance and the positive effect it could have on their children’s lives in terms of upward social mobility and improvement in their standard of living. Their educational aspirations were high, and the role of poverty was a major factor in shaping attitudes towards schooling. Understanding their values and beliefs provides a more thorough perspective on designing social-educational interventions with the use of more culturally appropriate approaches.

摘要

本文探讨了希腊罗姆族母亲对其子女教育的愿望和期望，分析了对三个核心问题的回应：她们赋予教育的价值、她们的教育愿望以及她们感知到的支持子女教育的资源。该分析基于对居住在雅典大都市区的 3-6 岁或 9-11 岁儿童的希腊罗姆族母亲的 27 次深入访谈。Super 和 Harkness 的发展利基理论框架指导了这项研究。根据 Braun 和 Clark 的专题分析被用于数据分析。与之前的研究一致，这项研究表明，希腊罗姆人的母亲认识到上学的重要性，以及在向上的社会流动和提高他们的生活水平方面对孩子的生活可能产生的积极影响。他们的教育抱负很高，贫困是塑造对学校教育态度的主要因素。了解他们的价值观和信仰为使用更适合文化的方法设计社会教育干预提供了更透彻的视角。