Who stays, who leaves? School dropout risk among Romani and Non-Romani children
Children and Youth Services Review, cilt.191, 2026 (SSCI, Scopus)
- Yayın Türü: Makale / Tam Makale
- Cilt numarası: 191
- Basım Tarihi: 2026
- Doi Numarası: 10.1016/j.childyouth.2026.109258
- Dergi Adı: Children and Youth Services Review
- Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus, Child Development & Adolescent Studies, CINAHL, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), Psycinfo, Public Affairs Index, Social Sciences Abstracts, Academic Search Ultimate (EBSCO), Education Source Ultimate (EBSCO)
- Anahtar Kelimeler: Romani child, School climate, School dropout risk, Self-perception, Social acceptance
- Hacettepe Üniversitesi Adresli: Evet
Özet
This study examined the risk of school dropout among Romani middle school students in Türkiye using a correlational design, considering individual, familial, and contextual dimensions. Using a non-probability purposive sampling approach, specifically snowball sampling, data were collected from 300 middle school students (125 Romani and 175 non-Romani) and their parents. Findings showed that Romani boys reported significantly higher dropout risk, perceived academic failure, and antisocial behavior than Romani girls. Compared to non-Romani peers, Romani students scored significantly lower on self-perception domains (scholastic and athletic competence, social acceptance, behavioral conduct, and global self-worth), with no difference in perceived physical appearance. Romani students also reported significantly higher overall dropout risk, perceived failure, and antisocial and quiet behavior than non-Romani students. Regarding school climate, there were no group differences in justice, order, discipline, or parental involvement, while significant differences emerged in resource sharing, student–teacher relationships, and peer relationships. These findings underscore the multidimensional nature of school dropout risk among Romani adolescents and highlight the need for culturally responsive, school- and family-based interventions that address both psychosocial vulnerabilities and educational inequalities.