Why are the Roma “unsuccessful”? Or how does discrimination impact the future.

We are so fascinated by Europe. Its democratic values, tolerance. How easily it accepts refugees from different corners. Endless gratitude for sheltering Ukrainians during the Russian invasion. But...

For some reason, in good stories, there is always this ominous 'but.' In our case, it does not negate European achievements. It simply highlights a problem that sharply exists in our society. One can be tolerant to anyone, except the Roma. See for yourself.

The Roma are the largest ethnic minority in Europe. This situation has been unfolding for centuries. Over this time, much has been done to protect their rights and socialize them. However, despite all efforts, many European Roma live on the brink of poverty, in social isolation. Discrimination and prejudice persist, affecting access to education. This issue leads to a series of others: a lack of prospects for decent, well-paying employment, limited access to medical care. Not to mention self-realization and leisure.

Education is the foundation of any successful society. The main thing is for all citizens of this society to have unimpeded access to quality education.

Moving on. 

The Eastern Europe and the Situation of the Roma

The Roma living in the European Union are citizens of the EU. This means they have the same rights as other citizens, regardless of origin and ethnicity. But what is the reality? Roma live in extreme marginalization, suffering from discrimination, unemployment, poverty, and violence much more than representatives of other ethnicities.

Official census data conducted in these countries consistently underestimate the number of Roma population and provide inadequate information about the Roma's participation in all spheres of life. It may seem like, why? Firstly, why diminish the number of Roma? Secondly, such an approach distorts the real picture and makes various Roma integration programs less effective.

In many EU Member States, Roma children constitute the majority in special schools and special programs outside the general education system, although they do not have obvious learning difficulties or disabilities.

One in 10 Roma children attended a special school or class predominantly designated for Roma, even if only for a short period. Segregation in mainstream schools is prevalent in the Czech Republic, Hungary, Slovakia, and Romania, while in Italy, Portugal, and Spain, a school environment divided along ethnic lines is a rare phenomenon.

Roma are the second-largest minority in Bulgaria, comprising 4.7% (possibly unofficially 10%) of the total population, which is the highest percentage of Roma in Europe. Historically, Roma have occupied the lowest social strata in Bulgaria. Their level of education is low.

"Sociologists and economists attribute the deep and prolonged unemployment among the Roma to low levels of education and qualifications. However, the Roma themselves believe it is discrimination in education and the labor market. Their perspective is substantiated when comparing the employment rate of Roma with that of people who have similar levels of education, qualifications, and overall professional experience."

In the Czech Republic, Roma are a minority. Roma children get caught in a vicious cycle of poverty due to the education system's inability to expand their opportunities. Most Roma are educated in 'practical' schools where the curriculum is low-level and limited, making them unqualified for anything beyond the simplest jobs.

In 2007, the European Court of Human Rights mandated the Czech government to cease school segregation for Roma. However, subsequent changes in practice have been slow. Nevertheless, steps have been taken to halt the isolation of Roma children.

Hungarian Roma are citizens of Hungary of Roma nationality, constituting the largest minority in the country according to censuses.

For nearly 600 years, Hungary has implemented measures for the full integration of its Roma minority. Numerous non-governmental organizations, government institutions, and public movements have initiated projects aimed at expanding access to education for Hungarian Roma.

This is extremely important because the worsening socio-economic status of many Roma communities makes them politically vulnerable and unable to advocate for their educational needs that would ensure equal access to education. We have a closed loop again. No access to education means no understanding of how crucial it is and how to protect their rights. Lack of advocacy for Roma interests leads to no changes in education. And this cycle is endless.

In most cases, children who did not attend preschool before the age of five are automatically referred to special assessment commissions to check their readiness for school and identify any learning difficulties. Unfortunately, parents allow decisions about special education in segregated schools, as they are attracted by legal benefits. Moreover, they are not familiar with procedural and professional processes. In the end – segregated education, segregated life, and a lack of opportunities for future generations. Because children who received segregated education consider it usual and normal. Because there was no other option.

In most cases, children who did not attend preschool before the age of five are automatically referred to special assessment commissions to check their readiness for school and identify any learning difficulties. Unfortunately, parents allow decisions about special education in segregated schools, as they are attracted by legal benefits. Moreover, they are not familiar with procedural and professional processes. In the end – segregated education, segregated life, and a lack of opportunities for future generations. Because children who received segregated education consider it usual and normal. Because there was no other option.

Roma are one of the largest national minorities in Romania, constituting 3.3% of the total population, making them the second-largest ethnic minority in Romania. Documenting the Roma population in Romania remains challenging, as many Roma do not declare their ethnic identity during population censuses and lack identification documents or birth certificates. However, social integration of Roma in Romania is indeed progressing.

The National Agency for Roma, established in 2004, has developed an action plan to determine the priority of specific educational goals, including expanding school attendance for Roma children, developing the potential and motivation of Roma families for re-education, and increasing employment opportunities for Roma. The assessment of progress in achieving these goals is mixed. Some success has been achieved in increasing the number of Roma in higher education institutions, but not all government-reserved seats specifically for Roma were filled.

The possibility exists. So why aren't the Roma taking advantage of it? The question is both specific and rhetorical. Creating quotas alone is not enough; societal perspectives need to change. It is essential to communicate with the Roma, demonstrating the opportunities that higher education opens up.

Starting from 2001, the Roma minority became the focus of several state policies developed by the European Commission and specialized Romanian institutions at the national level with the aim of reducing the high risk of poverty and social isolation. Some significant gaps related to the education of the Roma minority still persist, as they depend on social and economic factors both within the country and beyond its borders. Some traditional Roma values and family structures slow down the process of school inclusion and hinder Roma children's access to education, exemplified by early marriages, child labor, and the lack of education among parents.

Western Europe. Tolerance and Prejudice

We all remember the news and events in France in the 2010s. The burning and destruction of Roma settlements, deportations...

Local authorities systematically prevent Roma children from attending schools to avoid protests against the demolition of camps or repatriation to their countries of origin.

"More than half of the Roma children living in France do not attend school, and local authorities intentionally block their enrollment.

Those born in a certain EU member state can freely move to other member states. This, in turn, highlights the uniqueness and complexity of the Roma status. Being a mobile group, they often move from one country to another and require recognition of their educational systems. This is clearly problematic in countries like France, where instead of recognizing Roma as an ethnic minority with clear minority rights, administrative categories are created, such as “nomadic population.

Again euphemisms, isn't it? Why invent new terms when there's an accepted name for the ethnic group? Besides, not all Roma are nomadic; there are settled communities. So, why categorize everyone under one characteristic? More rhetorical questions highlighting that tolerant acceptance of Roma is still far from reality.

Roma children in Spain achieve the lowest indicators in school education and academic success, creating a significant gap between the qualifications and education of Spanish Roma and the majority of the population. Approximately 70% of adult Roma are illiterate, predominantly women, leading to social distance and inequality.

Roma school education in Spain receives praise for enrolling Roma children in primary school but demonstrates appalling results when it comes to higher education. Only 5% of Roma students complete full secondary education. This statistic becomes even more shocking considering that Spain lags significantly behind less developed European countries, such as the Czech Republic, Hungary, Romania, or Bulgaria, in this indicator. Roma students are absent from classrooms, and their history is absent from textbooks, despite the 500-year contribution of Roma to the development of Spain. Undeserving? Again, a rhetorical question...

Roma children face a high level of failure and dropout rates in Portugal. The government acknowledges this issue and takes measures to encourage school attendance among Roma children, ensuring, for example, the inclusion of Roma culture in school programs and textbooks. Typically, educational programs and books are not culturally relevant to Roma children.

School segregation is also a widespread practice in Portugal, observed since at least the late 1990s, with such cases identified in various regions of the country, though most frequently in rural areas.

Instead of a sad sigh – conclusions

Countries in Eastern Europe display a long-lasting legacy of communism, and the "sovok" mentality, where Roma are considered something low and not worthy of attention, has not been eradicated yet.

France, Italy, and Spain share a common feature with Roma communities in Hungary, Romania, and Slovakia. Yes, it is quite evident. Roma there are in a worse situation than the general population. One might expect that such migration to wealthier Western European countries would bring significant improvements to Roma communities, but there are not many differences in their lives.

The countries share many common problems and concerns regarding the education of their Roma communities. Roma children unnecessarily end up in segregated schools or classes, where the quality of education received is consistently lower. There are also widespread issues such as:

• Lower standards in the curricula of these schools and classes.
• Inadequate assessment methods.
• Insufficient resources in Roma schools.
• Underqualified teachers, leading to low expectations for students.
• Little effort invested in training teachers and assistants oriented towards Roma students.
• Educational materials reflecting biases.
• Textbooks and other sources that are not culturally or linguistically friendly to Roma children.

In general, statistical data on Roma children, their school attendance, and academic success are rarely complete and reliable.

From the author.

I wrote this material for a long time. After each country, I would shake my head and ask, "Why?!"

Society has learned to accept any ethnicity, national group, religion. Anyone but the Roma.

Why is that? I'm not talking about the historical context and processes. I'm talking about educators who are biased (even though they are not taught this in pedagogical universities, at least in Ukrainian ones). I'm talking about state programs that do not take into account the interests of all.

Too many rhetorical questions.

The material is based on the research of Dr. Christine O'Hanlon.