Gitanos universitarios: ¿por qué llegan los que llegan?
This study examines the Roma “educational anomaly” through a complementary analytical approach. Rather than focusing on school dropout, we analyze successful educational trajectories to identify both the barriers associated with widespread dropout and the assets that support educational change. Usin...
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| Autores principales: | , , |
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| Formato: | Artículo |
| Lenguaje: | español |
| Publicado: |
2026
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| Materias: | |
| Acceso en línea: | https://dialnet.unirioja.es/servlet/oaiart?codigo=10807690 |
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| Sumario: | This study examines the Roma “educational anomaly” through a complementary analytical approach. Rather than focusing on school dropout, we analyze successful educational trajectories to identify both the barriers associated with widespread dropout and the assets that support educational change. Using biographical interviews with 35 Roma university students in the Valencian Community, Spain, we identify factors that explain access to higher education. The findings show that these students neutralize structural and cultural barriers and confront the “cage of intensive kinship” as a central challenge. Academic achievement requires a conscious distancing from certain collectivist and patriarchal practices, but it does not require total assimilation. Instead, students resignify Roma identity by selectively harmonizing tradition with higher education. |
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