Szerző szerinti böngészés "Varga, Aranka"

Megjelenítve 1 - 4 (Összesen 4)
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    TételSzabadon hozzáférhető
    A korai iskolaelhagyás vizsgálata interszekcionális megközelítésben
    (2024) Bocsi, Veronika; Varga, Aranka; Fehérvári, Anikó
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    Chances of Early School Leaving - With Special Regard to the Impact of Roma Identity
    (2023) Bocsi, Veronika; Varga, Aranka; Fehérvári, Anikó
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    TételSzabadon hozzáférhető
    A korai iskolaelhagyás vizsgálata interszekcionális megközelítésben
    (2024-03-30) Bocsi, Veronika; Varga, Aranka; Fehérvári, Anikó
    Hungary ranks in the bottom third of the European Union regarding early school leaving, falling further and further away from the EU average year on year. The lower educational attainment and higher drop-out rates of Roma/Gypsy youth have been confirmed by several studies. Still, the descriptions are often two-dimensional, as in international approaches. The Hungarian Youth 2020 database allowed for a wider range of explanatory variables in the analysis. In our study, we examine the educational attainment of Roma youth aged 20-29 and then compare subsamples of Roma and non-Roma dropouts. Finally, we run a binary regression model on the database with early school leaving as the dependent variable and explanatory variables as background variables that may shape the odds of early school leaving. The social and economic backgrounds of Roma and non-Roma ESL learners differed, while parental education and subjective financial situation showed a less favourable pattern for Roma. The effect of Roma identity was significant in the regression model, but the explanatory power did not reach the effect of lower parental education. In other words, ethnic background is a crucial factor in dropout, while some segments of the family background are more significant.
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    A roma szakkollégiumok szerepe a felsőoktatásban a hallgatók percepciói alapján
    (2025-09-28) Varga, Aranka; Horváth, Gergely; Orsós, Anna; Trendl, Fanni
    As a result of the expansion of higher education, the student population is becoming more diversified, with students who are the first in their families and communities to undertake a university degree. Minorities defined as Roma have been an integral part of Europe since the Middle Ages, but their educational attainment lags behind the general population, and they are still under-represented in higher education. The study analyses the perceptions of mostly Roma students who are on the path of social mobility in their formal education and the non-formal community (Roma student societies) that provides targeted support for their academic progress. The study involved the members of the network of Roma student societies in Hungarian universities in questionnaire format research (N=300, n=182). In this study, the implicit ideas of the participants about the university and the Roma student societies are inquired into, exploring the similarities and differences in the function of the two institutions, and analysing the role of the Roma student society in social mobility. The data were processed using a qualitative analysis strategy, thematic coding. The results shed light on the functions of the university, which is a formal space, and the Roma student society, which is a non-formal socialization space. The university was associated with formal learning and socialisation, while the Roma student society was associated with experiential, action-oriented, non-formal space. The respondents perceived the university, but especially the student society, as a positive experience. Our study reveals the perceptions of the pedagogical programme of the Roma student societies. The Roma student society is compared to the relationships experienced in a family; the Roma student society is seen as a continuum of the sense of security provided by the family. Through the responses of Roma students, this study highlights that non-formal small communities in universities are effective means for the successful advancement of underrepresented groups in higher education, which supports a positive experience of their mobility.