Események

Kisfalusi Dorottya Ph.D. értekezésének védése

A BCE Szociológia Doktori Iskola szeretettel várja az érdeklődőket Kisfalusi Dorottya doktorjelölt “Interetnic Relations among Roma and Non-Roma Students in Hungary” c. doktori értekezésének nyilvános vitájára.  

Időpont: 2016. május 24. (kedden) 8.45

Helyszín: Budapesti Corvinus Egyetem, Főépület 297-es terem

 

Az értekezés bírálói: Janky BélaPhD, MTA, Tardos Róbert CSc, ELTE
A jelölt témavezetői: Bartus Tamás PhD, BCE
        
Az értekezés elérhetősége:  http://phd.lib.uni-corvinus.hu/909/ 

 

Az értekezés rövid kivonata:

The thesis focuses on the positive and negative relations between Roma and non-Roma Hungarian students. Educational integration of Roma pupils is a widely researched topic in Hungary, but less is known about the relational integration of classmates of different ethnic background. This study aims to fill this gap and investigates the extent and quality of positive and negative relationships between Roma, constituting the largest ethnic minority group in Hungary, and non-Roma Hungarian students. To better understand the nature of ethnic classification, we also concentrate on the determinants of ethnic classification among secondary school students. Moreover, we examine both ethnic self-identification and peers’ perceptions of classmates’ ethnicity in our empirical analyses. For data analysis we use the first two waves of a panel study conducted among Roma and non-Roma secondary school students between the autumn of 2010 and spring of 2013.

Our study extends previous research in several major ways.

1. To our knowledge, the ‘Wired into Each Other’ is the first study in which dyadic ethnic perceptions are measured, asking every student’s opinion about the ethnic belonging of every classmate, at different points in time. This way of measurement not only allows us to examine ethnic classification processes, but also to use data on ethnic perceptions in social network analysis.
2. The thesis extends our knowledge of ethnic classification processes by showing that students are more likely to be classified as members of the minority group if they choose minority friends. Moreover, the empirical findings provide a new understanding of the relationship between ethnic perceptions and perceptions of academic achievement. Our results suggest that students’ perceptions of their peers’ academic abilities and achievement might affect the way they perceive these peers’ ethnicity.
3. We analyse a wide variety of social network items to examine interethnic relations among Roma and non-Roma Hungarian students. To extend previous knowledge on attitudes and relations among the Roma and non-Roma, we study friendship networks, trust relations, shared activities, and negative relations of secondary school students. We confirm previous findings that friendship relations are ethnically segregated, and contribute additional evidence that suggests that interethnic friendships are less frequently reported to be characterized by trust, helpfulness, or joint activities than intra-ethnic ones.
4. Only few studies used statistical models that are appropriate for analysing dyadic peer nominations to investigate whether bullying occurs more often between or within ethnic groups (Hooijsma 2015; Tolsma et al. 2013). To our knowledge, this is the first study, which analyses data on complete social networks, and controls for endogenous network processes applying exponential random graph models to investigate interethnic bullying among Roma and non-Roma Hungarian students.
5. The findings of this study add to a growing body of literature on the empirical analysis of the effects of different classification systems (Boda and Néray 2015; Penner and Saperstein 2015; Telles and Lim 1998). Since we not only include the ethnic self-identification of students in the analysis, but also examine ethnic perceptions of classmates, we show that including different ways of classification provides different estimates for the effect of ethnicity in empirical analyses.