Journals / European Journal of Educational Research / 2014 / Cilt: 3 Sayı: 2

A Study on the Mothers of Roma Children Who Are a Risk Group

Pages
59–72
Publication Date
2014-04-15
DOI
—
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

Additionally, Roma mothers state that by taking the case to the fathers they can prevent their children from committing crimes.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:This study aims to define Roma mothers’ views regarding their children’s education and their tendency towards crime.
📊
Key Findings & Data:The participants of this study are mothers of Roma children between the ages of 4 and 6 who live in Konya, Turkey—more specifically in the Yenimahalle neighborhood in the town of Karatay—and who do not attend any preschool programs.
💡
Conclusion & Impact:Additionally, Roma mothers state that by taking the case to the fathers they can prevent their children from committing crimes.
🔬Design:Survey & Empirical Study
📍Scope:Comprehensive Sample
⚙️Variables:Roma mothers · Roma children · preschool period

Abstract

This study aims to define Roma mothers’ views regarding their children’s education and their tendency towards crime. The study is based on an illustrative case study method. The participants of this study are mothers of Roma children between the ages of 4 and 6 who live in Konya, Turkey—more specifically in the Yenimahalle neighborhood in the town of Karatay—and who do not attend any preschool programs. As a data collection tool, a questionnaire prepared by the researchers is employed, while in data analysis, descriptive analysis is used. The Roma mothers articulated that they want their children to have education and jobs; that they do not want their children to suffer in the same way they did; that the Roma culture prevents children’s education and therefore the mothers prefer to send their children to private schools, boarding schools or to schools far away from their neighborhoods by taking school buses; that they want their children to be judges, lawyers, nurses and teachers. The mothers stated that they meet the basic needs of their children; that they watch TV together and/or do housework together with their children. They also said that when their children commit a crime, they beat their children; they get angry with them and scold and/or complain to their fathers. They finally added that they can take measures for the children’s not committing a crime by talking to the children or by scolding them. Additionally, Roma mothers state that by taking the case to the fathers they can prevent their children from committing crimes.

🔖

Cite This Article

Orcan, M., CİCEKLER, C. Y., ARİ, R. (2014). A Study on the Mothers of Roma Children Who Are a Risk Group. European Journal of Educational Research, Cilt: 3 Sayı: 2, 59–72. https://ajindex.com/articles/987339

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (10)

  1. Akgun, S. (2004). Ilkogretim sekizinci sinifta ogrenim gormekte olan roman cocuklarin bir ust ogrenime devam etmelerini etkileyen faktorler (Antalya Zeytinkoy Ornegi). Yayinlanmamis yuksek lisans tezi. Konya: Selcuk Universitesi Sosyal Bilimler Enstitusu. Akkan, B. E., Deniz, M. B. ve Ertan, M. (2011). Sosyal dislanmanin roman halleri. Istanbul: Punto Baski Cozumleri. Aspy, C. B., Oman, R. F., Vesely, S. K., McLeroy, K., Rodine, S., and Marshall, L. (2004). Adolescent violence: The protective effects of youth assets. Journal of Counseling and Development, 82, 269-277.
  2. Askin, U. (2011). Kuresellesme surecinde Turkiye’de yasayan romanlarin sosyo-ekonomik durumlari ve beklentileri: Izmir Ili orneginde bir alan arastirmasi. Yayinlanmamis doktora tezi. Ankara: Ankara Universitesi Sosyal Bilimler Enstitusu. Aylar, E. (2006). Gorki toplulugu uzerine bir arastirma. Egitimde Kalite Yaklasimlari Dersi. Ankara: Ankara Universitesi Egitim Bilimleri Enstitusu. Bayraktar Akkaya, O. (2011). Cingeneler: "Baska bir dunyanin insanlari". Global Media Journal. 1 (2), 121-136.
  3. Bedmar, V. L. and Leon, N. T. (2012). Lifelong learning of gypsy women in Spain. Procedia - Social and Behavioral Sciences, 46, 3119-3123.
  4. Cigez, A. S. and Lopez, R. G. (1999). Gypsy children's schooling and intercultural attitudes in Spain. European Journal of Intercultural Studies, 10 (2), 207-217. Cozma,T., Cucos, C., and Momanu, M. (2000). The education of Roma children in Romania: description, difficulties, solutions. Intercultural Education, 11 (3), 281-288.
  5. Cagdas, A. ve Secer, Z. (2011). Anne-baba egitimi. Ankara:
  6. Egiten Kitap. Dominguez, S. P. (1999). Teachers' attitudes about the integration of Roma: The case of Spain. Intercultural Education, 10 (2), 219-231.
  7. Enache, R. (2012). Educational intervention for a group of socially disadvantaged pre-schoolers from Constanta, Romania. Procedia-Social and Behavioral Sciences, 46, 4995-4999.
  8. Erdeniz, G. (2005). Risk altindaki cocuklar egitim atolyesi-I. Istanbul. Retrieved on 11.10.2010, from http://erg.sabanciuniv.edu/sites/erg.sabanciuniv.edu/files/BETAMRapor.pdf
  9. Eren, Z. C. (2008). Imagining and positioning gypsiness a case study of gypsy/roma from Izmir, Tepecik. Unpublished thesis. Ankara: Middle East Technical University. http://academos.ro/sites/default/files/biblio-docs/837/index_2_0.pdf (12.28.2013).
  10. Fraser, N and Honneth, A. (2003). Redistribution or recognition?: A political-philosophical exchange. Translated by Joel Golb, James Ingram and C