“But later you regret it". Roma youth navigating aspirational dilemmas
DOI :
https://doi.org/10.30827/profesorado.v26i3.24415Mots-clés :
aspirational dilemmas, capacity to aspire, Roma youth, academic and occupational aspirationsRésumé
This article reflects on the Spanish Roma people’s aspiration dilemmas about their school-to-work transition (STWT). Study of the STWT of Roma young people casts light on the social and economic inequalities in Spanish society. Academic and occupational aspiration dilemmas reveal aspects of the interplay between structural-historical, societal, institutional and community-level factors that condition Roma people’s “capacity to aspire”, which Appadurai defines as a navigational capacity. Drawing on 31 interviews with Roma people living in a mid-sized Catalan city, we explore the following types of intermingled aspiration dilemmas: concrete vs. abstract, misaligned and insecure, misrecognised, interrupted, and postponed aspirations. We also unpack two cross-cutting aspects – young people’s capacity and strategies for navigating among aspiration-related resources and negotiating the meanings, terms, and conditions of aspiring school-to-work transition under multiple forms of pressure.
Téléchargements
Références
Allen, K. (2013). Coalition policy and ‘aspiration raising’ in a psychic landscape of class. Journal of Youth Studies Conference.
Allen, K. (2014). 'Blair’s children’: young women as 'aspirational subjects’ in the psychic landscape of class. The Sociological Review, 62, 760–779. https://doi.org/10.1111/1467-954X.12113
Appadurai, A. (2004). The Capacity to Aspire: Culture and the Terms of Recognition. In V. Rao y M. Walton (Eds.), Culture and Public Action (pp. 59–84). Stanford University Press.
Bereményi, B. Á. (2011). Intercultural policies and the contradictory views of teachers: the Roma in Catalonian schools. Intercultural Education, 22(5), 355–369. https://doi.org/10.1080/14675986.2011.643134
Bereményi, B. Á. (2018). Costes de la movilidad entre gitanas y gitanos con trayectorias académicas de éxito. In R. Andrés y J. Maso (Eds.), (Re)visiones gitanas. Políticas, (auto)representaciones y activismos en diálogo con el género y la sexualidad (pp. 137–171). Edicions Bellaterra.
Bereményi, B. Á. (2022). Between choices and “going with the flow”. Career guidance and Roma young people in Hungary. International Journal for Educational and Vocational Training. https://doi.org/10.1007/s10775-022-09536-0
Bereményi, B. Á. y Carrasco, S. (2015). Interrupted Aspirations: Research and Policy on Gitano Education in a Time of Recession, in Spain. Intercultural Education, 26(1), 153–164. https://doi.org/10.1080/14675986.2015.1028166
Bereményi, B. Á. y Durst, J. (2021). Meaning making and resilience among academically high-achieving Roma women. Szociológiai Szemle, 31(3), 103–131. https://doi.org/10.51624/SzocSzemle.2021.3.5
Carrasco, S., Narciso, L. y Bertran-Tarrés, M. (2018). Neglected aspirations: Academic trajectories and the risk of early school leaving amongst immigrant and Roma youth in Spain. In L. Van Praag, W. Nouwen, R. Van Caudenberg, N. Clycq, y C. Timmerman (Eds.), Comparative Perspectives on Early School Leaving in the European Union (pp. 164–182). Routledge.
Carrasco, S., Ruíz-Haro, I. y Bereményi, B. Á. (2018). No bridges to re-engagement? Exploring compensatory measures for early school leavers in Catalonia (Spain) from a qualitative approach. In L. Van Praag, W. Nouwen, R. Van Caudenberg, N. Clycq, y C. Timmerman (Eds.), Comparative perspectives on Early School Leaving in the European Union. Taking a multi-methods approach towards a multi-level social phenomenon (pp. 185–199). Routledge.
de la Rica, S., Gorjón, L., Miller, L. y Úbeda, P. (2018). Estudio comparado sobre la situación de la población gitana en España en relación al empleo y la pobreza. Iseak y Fundación Secretariado Gitano.
Evans, K. y Furlong, A. (1997). Metaphors of youth transitions: niches, pathways, trajectories or navigations. In J. Bynner, L. Chisholm, y A. Furlong (Eds.), Youth, Citizenship and Social Change in a European Context (pp. 17–41). Ashgate.
Foley, D. E. (1997). Deficit Thinking Models Based on Culture: The Anthropological Protest. In R. R. Valencia (Eds.), The Evolution of Deficit Thinking: Educational Thought and Practice (pp. 113–131). Routledge Falmer.
FSG. (2022). Estudio piloto exploratorio sobre la segregación escolar del alumnado gitano. Fundación Secretariado Gitano / Ministerio de Educación y Formación Profesional.
Fundamental Rights Agency. (2018). Transition from education to employment of young Roma in nine EU Member States. Publications Office of the European Union. https://doi.org/10.2811/962811
Furlong, A. y Biggart, A. (1999). Framing ‘Choices’: a longitudinal study of occupational aspirations among 13‐ to 16‐year‐olds. Journal of Education and Work, 12(1), 21–35. https://doi.org/10.1080/1363908990120102
Furlong, A., Kas-Urinen, H., Biggart, A. y Sinisalo, P. (1998). The educational and occupational aspirations of young people in Scotland and Finland. Young, 6(4), 2–21. https://doi.org/10.1177/110330889800600401
Gibson, D. E. (2004). Role models in career development: New directions for theory and research. Journal of Vocational Behavior, 65(1), 134–156. https://doi.org/10.1016/S0001-8791(03)00051-4
González Ferrer, A., Kraus, E., Fernández, M., Cebolla Boado, H., Soysal, Y. y Aratoni, Y. (2015). Adolescents’ life plans in the city of Madrid. Are immigrant origins of any importance? Revista Del Centro Reina Sofía Sobre Adolescencia y Juventud, 2, 25–49.
Hadjivassiliou, K. P., Tassinari, A., Eichhorst, W. y Wozny, F. (2019). How does the performance of school-to-work transition regimes vary in the European Union? In J. O’Reilly, J. Leschke, R. Ortlieb, M. Seeleib-Kaiser, y P. Villa (Eds.), Youth Labor in Transition. Inequalities, Mobility, and Policies in Europe (pp. 71–103). Oxford University Press.
Harris, L. M., Chu, E. K. y Ziervogel, G. (2018). Negotiated resilience. Resilience. International Policies, Practices and Discources, 6(3), 196–214. https://doi.org/10.1080/21693293.2017.1353196
Heinz, W. R. (2009). Youth transitions in an age of uncertainty. In A. Furlong (Eds.), Handbook of Youth and Young Adulthood. New perspectives and agendas (pp. 3–14). Routledge.
Hellgren, Z. y Gabrielli, L. (2021). The Dual Expectations Gap. Divergent Perspectives on the Educational Aspirations of Spanish Roma Families. Journal of Intercultural Studies, 42(2), 217–234. https://doi.org/10.1080/07256868.2021.1883569
Hill, N. E., Ramirez, C. y Dumka, L. E. (2003). Early Adolescents’ Career Aspirations: A Qualitative Study of Perceived Barriers and Family Support among Low-Income, Ethnically Diverse Adolescents. Journal of Family Issues, 24(7), 934–959. https://doi.org/10.1177/0192513X03254517
Khattab, N. (2015). Students’ aspirations, expectations and school achievement: What really matters? British Educational Research Journal, 41(5), 731–748. https://doi.org/10.1002/berj.3171
Laparra, M., Fernández, C., Hernández, M., Salinas, J. y Cedrón, M. I. (2013). Updated Civil Society Monitoring Report on the implementation of the National Roma Integration Strategy and Decade Action Plan in 2012 and 2013 in Spain. Decade of Roma Inclusion Secretariat Foundation.
Leschke, J. (2009). The segmentation potential of non-standard employment. A four-country comparison of mobility patterns. International Journal of Manpower, 30(7), 692–715. https://doi.org/10.1108/01437720910997353
Méndez-Morse, S. (2004). Constructing mentors: Latina educational leaders’ role models and mentors. Educational Administration Quarterly, 40(4), 561–590. https://doi.org/10.1177/0013161X04267112
Morse, J. M., Stern, P. N., Corbin, J., Bowers, B., Charmaz, K. y Clarke, A. E. (2016). Developing grounded theory: The second generation (2nd ed.). Routledge.
Musset, P. y Kurekova, L. M. (2018). Working it out: Career Guidance and Employer Engagement. OECD Education Working Papers No. 175 (Issue 175). OECD Directorate for Education and Skills.
Naudet, J. (2018). Stepping into the elite. Trajectories of social achievement in India, France and the United States. Oxford University Press.
O’Reilly, J., Leschke, J., Ortlieb, R., Seeleib-Kaiser, M. y Villa, P. (2019). Comparing youth transitions in Europe. Joblessness, insecurity, institutions, and inequality. In J. O’Reilly, J. Leschke, R. Ortlieb, M. S.- Kaiser, y P. Villa (Eds.), Youth Labor in Transition. Inequalities, Mobility, and Policies in Europe (pp. 1–29). Oxford University Press.
Padilla-Carmona, T., González-Monteagudo, J. y Heredia-Fernández, S. (2020). The Roma in Spanish Higher Education. Lights and Shades after Three Decades of National Plans for Roma Inclusion. In L. Morley, A. Mirga, y N. Redzepi (Eds.), Roma in European Higher Education. Recasting Identities, Re-imagining Futures (pp. 133–150). Bloomsbury.
Perry, B. L., Martinez, E., Morris, E., Link, T. C. y Leukefeld, C. (2016). Misalignment of career and educational aspirations in middle school: Differences across race, ethnicity, and socioeconomic status. Social Sciences, 5(3 (35)), 1–10. https://doi.org/10.3390/socsci5030035
Pohl, A. y Walther, A. (2007). Activating the disadvantaged. Variations in addressing youth transitions across Europe. International Journal of Lifelong Education, 26(5), 533–553. https://doi.org/10.1080/02601370701559631
Sabates, R., Harris, A. L. y Staff, J. (2011). Ambition gone awry: The long-term socioeconomic consequences of misaligned and uncertain ambitions in adolescence. Social Science Quarterly, 92(4), 959–977. https://doi.org/10.1111/j.1540-6237.2011.00799.x
San Román, T. (1980). La Celsa y la escuela del barrio. In M. Knipmeyer, M. González Bueno, y T. San Román (Eds.), Escuelas, pueblos y barrios: tres ensayos de antropología educativa. Akal.
Sánchez Ortega, M. H. (1987). Evolucion y contexto histórico de los gitanos españoles. In T. San Román (Eds.), Entre la marginación y el racismo. Reflexiones sobre la vida de los gitanos (pp. 13–61). Alianza Editorial.
Thomson, R., Holland, J., McGrellis, S., Bell, R., Henderson, S. y Sharpe, S. (2004). Inventing adulthoods: a biographical approach to understanding youth citizenship. The Sociological Review, 52(2), 139.
Walther, A. (2005). Active Participation and Informal Learning in Young People’s Transitions to the Labour Market. New Perspectives for Learning - Briefing Paper, 51, 1–5.
Walther, A., Stauber, B. y Pohl, A. (2005). Informal Networks in Youth Transitions in West Germany: Biographical Resource or Reproduction of Social Inequality? Informal Networks in Youth Transitions in West Germany : Biographical Resource or Reproduction of Social Inequality ? Journal of Youth Studies, 8(2), 221–240. https://doi.org/10.1080/13676260500149345
Yates, S., Harris, A., Sabates, R. y Staff, J. (2011). Early occupational aspirations and fractured transitions: A study of entry into “NEET” status in the UK. Journal of Social Policy, 40(3), 513–534. https://doi.org/10.1017/S0047279410000656
Yosso, T. J. (2005). Whose culture has capital? A critical race theory discussion of community cultural wealth. Race, Ethnicity and Education, 8(1), 69–91. https://doi.org/10.1080/1361332052000341006
Zipin, L., Sellar, S., Brennan, M. y Gale, T. (2015). Educating for Futures in Marginalized Regions: A sociological framework for rethinking and researching aspirations. Educational Philosophy and Theory, 47(3), 227–246. https://doi.org/10.1080/00131857.2013.839376
Zipin, L., Sellar, S. y Hattam, R. (2012). Countering and exceeding “capital”: a “funds of knowledge” approach to re-imagining community. Discourse: Studies in the Cultural Politics of Education, 33(2), 179–192. https://doi.org/10.1080/01596306.2012.666074
