Aculturación y participación escolar: el caso de los estudiantes portugueses de la comunidad gitana

Abstract

There is well-documented evidence on the relationships between the perceived utility value of school, positive learning outcomes, and intention to pursue education. For students from ethnic marginalized or economically deprived backgrounds, beliefs and values on the utility of education are shaped by acculturation conditions and hassles they are often exposed to. Despite recognizing the value of education, students from the Roma community show disengagement behaviors and interrupted educational trajectories. This might contribute to disadvantaged positions in education, labor markets, healthcare, and political life. Grounded on the acculturation framework, this study investigated how and to what extent micro-level acculturation contexts – family and school – influence school-based outcomes (e.g., utility beliefs; School Engagement [SE]) of students with Roma background. The empirical data draws on a sample of 213 students collected in eleven schools across Portugal. Results are insightful, providing evidence of how different socialization agents bolster school engagement dimensions. Moreover, data provided evidence on the most effective forms of parental and teacher involvement to support the utility value of school and education. Together findings open avenues to challenge further deficit perspectives underscoring policies and educational interventions targeting the achievement gap among students with Roma background.