London Metropolitan University Research Institutes

Roma children: the impact of cognitive-emotional variables and of single and multiple identities in acculturation attitudes toward Portuguese society

Author(s) Alexandre & Monteiro  
Publisher CiCe Publications  
Year 2003  
Editor Europe of Many Cultures, Alastair Ross Ed.  
Language English  
Age group -  
One study was conducted to explore the impact of gypsy children's single or multiple identity, self-stereotypes, meta-stereotypes, perceptions of discrimination and meta-emotions, on acculturation attitudes in different life contexts. The results showed that 52.5% of gypsy children categorised themselves as gypsies (single identity) and 34.4% as gypsies and Portuguese (multiple identity). Results showed that in a public (school) context gypsy children who perceived more discrimination and more negative emotions toward in-group expressed less integrationist/assimilationist acculturation attitudes, whereas in a private context (at home) these acculturation attitudes were affected only by the perception of discrimination. Both, in the public and private contexts, gypsy children with single identity expressed a more separationist acculturation attitude than gypsy children with a multiple identity. Self-stereotypes and meta-stereotypes were not related with children's acculturation attitudes. We discuss the importance of single and multiple categorisations within the SIT theoretical framework, to understand acculturation attitudes in minority children. The role of other cognitive and emotional variables in acculturation attitudes is also discussed. Allert, Tilman DE The structure of pedagogical communication and the teaching process in multicultural classroom context The paper is focussed at an outlining of structural constraints and chances in the communication process between teacher and pupils. It contains results of a multidisciplinary research project on schooling in social problem areas of Frankfurt, worked out be educational scientists and sociologists, with Parsons, Goffman, Bourdieu and Simmel) as theoretical orientation. In addition to the educational contents, to the variety of curricular topics, the everyday situation in teaching is formed by a social grammar of communicative procedures, implying modes of encouraging, modes of positive or negative sanctioning, rhetorics of beginning and ending, attention focussing etc. Those communicative procedures are judged to be the main criteria of educational success. The communicative situation in the classroom shows a higher degree of complexity if teachers are confronted with multicultural backgrounds, milieu differences, ethnical varieties that hinder the implicit presupposition of cognitive and social homogeneity

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