{"title":"Engagement with school in Gypsy students attending school in Portugal","authors":"Paulo A. S. Moreira, H. Bilimória, Sandra Lopes","doi":"10.1080/14675986.2021.2018208","DOIUrl":null,"url":null,"abstract":"ABSTRACT Gypsy students are vulnerable to poor school attendance, low achievement, and school dropout (indicative of low engagement with school). Engagement with school is a multidimensional construct with cognitive, affective, and behavioural components, and research has yet to fully characterise engagement among Gypsy students considering these distinct dimensions. Towards this aim, Gypsy (n = 42) and non-Gypsy students (n = 76) completed the Student Engagement Instrument, which measures cognitive indicators of engagement and perceptions of support for learning from peers, parents, and teachers. Gypsy students had significantly less cognitive engagement with school, and perceived lower family support for learning, than non-Gypsy students. Gypsy and non-Gypsy students were highly similar in perceived support from teachers and peers. This more detailed characterisation of Gypsy student engagement has implications for intervention practice and policy aimed at promoting educational equity for minority groups.","PeriodicalId":46788,"journal":{"name":"Intercultural Education","volume":"33 1","pages":"173 - 192"},"PeriodicalIF":1.0000,"publicationDate":"2022-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Intercultural Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/14675986.2021.2018208","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 1
Abstract
ABSTRACT Gypsy students are vulnerable to poor school attendance, low achievement, and school dropout (indicative of low engagement with school). Engagement with school is a multidimensional construct with cognitive, affective, and behavioural components, and research has yet to fully characterise engagement among Gypsy students considering these distinct dimensions. Towards this aim, Gypsy (n = 42) and non-Gypsy students (n = 76) completed the Student Engagement Instrument, which measures cognitive indicators of engagement and perceptions of support for learning from peers, parents, and teachers. Gypsy students had significantly less cognitive engagement with school, and perceived lower family support for learning, than non-Gypsy students. Gypsy and non-Gypsy students were highly similar in perceived support from teachers and peers. This more detailed characterisation of Gypsy student engagement has implications for intervention practice and policy aimed at promoting educational equity for minority groups.
期刊介绍：
Intercultural Education is a global forum for the analysis of issues dealing with education in plural societies. It provides educational professionals with the knowledge and information that can assist them in contributing to the critical analysis and the implementation of intercultural education. Topics covered include: terminological issues, education and multicultural society today, intercultural communication, human rights and anti-racist education, pluralism and diversity in a democratic frame work, pluralism in post-communist and in post-colonial countries, migration and indigenous minority issues, refugee issues, language policy issues, curriculum and classroom organisation, and school development.
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