학술논문
"My Dad wants me to do the scrap, but I don't want to" : a qualitative study into the aspirations of Gypsy, Roma and Traveller pupils and their mothers
Document Type
Electronic Thesis or Dissertation
Author
Source
Subject
Language
English
Abstract
There has been much research into the Gypsy, Roma and Traveller (GRT)community that focuses on reasons for non-transferal to secondary settings and early exit from the education system. However, there is a dearth of research that focuses on the aspirations of the GRT community, and influences on these, from the viewpoint of GRT parents and children. The study investigated future aspirations of GRT children and hopes their parents held for them. Here, significant influences on future goals and perceived barriers to these were explored and possible supportive factors that could enable this group of children to achieve their aspirations were identified. Four children, aged between 8 - 11 years, and three parents from two GRT communities participated in the research. Individual, semi-structured interviews using a creative method, known as the Tree of Life, was carried out with the children. A focus group using a collective Tree of life, developed from the children's interviews, was carried out with parents. Thematic analysis was used to analyse the data which enabled comparison between the two groups. Findings identified that children's aspirations were comparable to the mainstream community and the GRT community, primary school settings and social media had a significant influence on aspirations. Limited engagement with the mainstream community, due to discrimination felt by families in this context, impacted on children's knowledge of opportunities in this wider context. Lack of understanding into pathways to aspirations and engagement with the secondary phase of the education were significant barriers to future goals. To enable engagement, retention, and attainment in education it was found that education settings needed to ensure discriminatory attitudes were minimised by developing inclusive ethos' which promoted cultural awareness of GRT communities on role. Furthermore, curriculums inclusive of career-based learning could support the development and widening of aspirations of children from the GRT community.