Purpose

Inclusive education of Roma students is a priority goal of the European Union. However, synthesising analyses reveal precious little progress scored in this area. This study aims to explore the factors that have affect Roma students’ academic achievement, specifically, whether the views of their teachers have an impact on the performance besides individual and family background factors.

Design/methodology/approach

A large-sample questionnaire-based research study was conducted in the 2019/2020 academic year involving 4,674 seventh-grade students and 2,656 teachers from 194 Hungarian schools. On a self-admission basis, 374 of the students were Roma.

Findings

In the schools examined, the performance of Roma students is poorer, their commitment to learning is weaker, yet they have a higher opinion of their school and their teachers than their non-Roma peers. The involvement of majority students in extracurricular private tutoring, particularly foreign language learning, is greater. Roma students’ academic achievement is mainly affected by individual background factors, in particular by their school history.

Originality/value

The findings suggest that although the role of the school and pedagogical views is important, they are not predominant factors determining Roma students’ performance. The explanatory power of individual characteristics is stronger than that of school factors. The comparison between Roma and non-Roma students also shows that cooperation between different sectors (education, social and health) would be essential within and outside school in terms of home learning conditions, digital access and student well-being.

中文翻译：

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教师的观点和态度对罗姆学生学业成绩的作用

目的

罗姆人学生的包容性教育是欧盟的优先目标。然而，综合分析显示该领域取得的进展甚微。本研究旨在探讨影响罗姆学生学业成绩的因素，特别是除了个人和家庭背景因素之外，老师的观点是否对成绩产生影响。

设计/方法论/途径

2019/2020学年开展了一项大样本问卷调查研究，涉及匈牙利194所学校的4,674名七年级学生和2,656名教师。根据自行录取的情况，其中 374 名学生是罗姆人。

发现

在接受调查的学校中，罗姆学生的表现较差，他们对学习的投入也较弱，但他们对学校和老师的评价却高于非罗姆学生。大多数学生参与课外辅导，特别是外语学习的程度较高。罗姆人学生的学业成绩主要受到个人背景因素的影响，特别是受学校历史的影响。

原创性/价值

研究结果表明，尽管学校和教学观点的作用很重要，但它们并不是决定罗姆学生表现的主要因素。个人特征的解释力强于学校因素。罗姆人和非罗姆人学生之间的比较还表明，就家庭学习条件、数字访问和学生福祉而言，学校内外不同部门（教育、社会和卫生）之间的合作至关重要。