In my thesis I present the attitude towards schooling of Roma pupils at the Tišina Primary School. In an overview of the issue, I present the Roma, the Roma language, and in more detail the attitude we have towards them, especially the prejudices that affect Roma and that appear in our environment. I present poverty, and more specifically the culture of poverty that is formed when people live in poverty for a long time. In my thesis, I am researching the attitude of Roma pupils towards schooling, and I believe that the role of the family and the way in which they bring up their children and how they devote themselves to them is important in this respect. I present the attendance of Roma pupils in kindergarten, school and secondary school in Slovenia. I also explore the reasons that lead to Roma pupils having poor academic performance and dropping out of the education system, and the Strategy of Education of Roma in the Republic of Slovenia and the legal position of Roma in it. I explore and present the role of the Roma assistant. It is important that I also present the school counselling service.
As part of the problem formulation, I have formulated eight research questions. I decided to conduct qualitative research, which means that I conducted interviews with Roma pupils at the Tišina Primary School. I implemented sampling, and my sample will be handy. The interview guidelines or interview guide helped me to conduct the interviews. The method of data collection was oral, individual and one-off questioning. I recorded the data obtained and coded it openly, axially and relationally. This data is attached in the appendices. The findings of the research implemented are presented in my thesis and can be found under Results and Discussion. I have made conclusions based on the results. The survey showed that Roma pupils feel comfortable at school, even though they perceive differences between them and non-Roma pupils. They feel the differences both from their teachers and from their classmates. They would like to see more encouraging words from teachers and more opportunities to raise their grades. In the classroom, Roma pupils socialise mostly with their Roma classmates, they do not make contact with other classmates. They also do not socialise with non-Roma classmates outside school. The work of the Roma assistant needs improvement, as Roma pupils do not turn to him for help. For Roma pupils, the Roma language is not a barrier, as they do not speak the Roma language at home. The problem for them is the dialect – Prekmurje dialect, as they themselves do not distinguish between literary Slovenian and dialect. Supplementary lessons, in which Roma pupils repeat the learning material and thus remember it better, have proved to be an important support for school work. The family is a support for the Roma pupils, as they receive encouragement from the family to work for school. The school counselling service has proved to be a place of support, but there is still a perception that the child goes to the school counselling service when they have been "problematic" in lessons.
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