Roma Students' Academic Self-Assessment and Educational Aspirations in Hungarian Primary Schools

Autor/in	Kisfalusi, Dorottya
Titel	Roma Students' Academic Self-Assessment and Educational Aspirations in Hungarian Primary Schools
Quelle	In: British Journal of Sociology of Education, 44 (2023) 5, S.879-895 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kisfalusi, Dorottya)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-5692
DOI	10.1080/01425692.2023.2206003
Schlagwörter	Foreign Countries; Elementary School Students; Student Attitudes; Minority Group Students; Self Concept; Academic Aspiration; Socioeconomic Status; Grades (Scholastic); Standardized Tests; Scores; Equal Education; Ethnicity; Cultural Differences; Hungary + Suchen Sie Ihr Suchwort? Ausland; Schülerverhalten; Selbstkonzept; Socio-economic status; Sozioökonomischer Status; Notenspiegel; Standadised tests; Standardisierter Test; Ethnizität; Kultureller Unterschied; Ungarn
Abstract	Using a unique database from Hungarian primary schools, this study investigates whether academic self-assessment and educational aspirations differ between Roma minority and non-Roma majority students with similar cognitive skills and abilities. I find that Roma students have lower self-assessment, on average, than their non-Roma classmates with similar competences. In addition, although there are no ethnic differences in educational aspirations two years before secondary school application, Roma students are less likely to actually apply to a secondary school track that provides the possibility to enter tertiary education. Roma students' lower socioeconomic status can partly explain these differences. The analysis also shows that students' self-assessment is more strongly related to teacher-given grades than to blind standardised test scores. The study highlights important mechanisms that can contribute to educational inequalities between minority and majority students. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01