Abstract
This article applies Bourdieu’s concept of cultural capital to examine educational achievement patterns among Roma communities in Central and Eastern Europe. Through a comparative study of Roma educational experiences in Romania, Czech Republic, and Hungary, we investigate how institutional arrangements, family resources, and community dynamics shape educational trajectories and outcomes.
Key Findings
The research identifies a complex interplay between institutional discrimination, economic marginalisation, and cultural factors in shaping Roma educational outcomes. Schools in all three countries were found to reproduce existing social hierarchies through tracking practices, cultural bias in curricula, and low expectations from teachers. However, the study also identifies successful intervention programmes and resilience strategies employed by Roma families to navigate educational systems.
Methodology
The study combines survey data from 450 Roma households with 60 in-depth interviews with Roma parents, students, and teachers across six communities. Institutional analysis of education policies and practices supplements the primary data collection.
Implications
The findings challenge deficit-based explanations of Roma educational underachievement, pointing instead to structural barriers and institutional practices that systematically disadvantage Roma students. Policy recommendations focus on inclusive pedagogies, teacher training, and community engagement strategies.
