Los modelos parentales del pueblo gitano en Canarias y su impacto en el éxito escolar
Author
Carmona Santiago, JoséDate
2021Abstract
Se estima entre 10 y 12 millones de personas en Europa, siendo el grupo social más rechazado y
estigmatizado del continente. En España, el Pueblo Gitano se concibe actualmente como un grupo culturalmente
diverso que convive como minoría cultural en todas las Comunidades Autónomas de España, oscilando entre
725.000 y 750.000 personas. Si bien es cierto que los esfuerzos realizados a nivel estatal y autonómico han dado
lugar a importantes avances en la integración de las familias gitanas, aún existen indicadores de exclusión cuya
erradicación espera una respuesta. Los estudios más recientes sobre el pueblo romaní muestran que la situación
de las familias romaníes es claramente alarmante. En este sentido, la tasa de pobreza severa de la población
gitana española se sitúa en el 37,8%, mientras que la del resto de la población es del 6,5%, una amplia brecha de
más de 31 puntos de diferencia. En materia educativa, el 14% de las mujeres y el 6% de los hombres son
analfabetos en la población gitana, mientras que esta incidencia es prácticamente inexistente en la sociedad
mayoritaria. A su vez, mientras que la sociedad mayoritaria tiene más del 50% de las personas con educación
secundaria (ESO), los porcentajes para las mujeres son del 2,8% y para los hombres el 4,6% en la población
gitana.
En cuanto a Canarias, la población gitana sigue siendo "parcialmente" desconocida, a pesar de que desde 1950 se
han asentado en islas como Sta. Cruz de Tenerife, Gran Canaria y Lanzarote con una población que oscila entre
las 1.000 y las 3.000 personas. Como no existe una investigación científica que pueda visibilizar la realidad
sociológica de esta etnia, se desconoce la realidad sociodemográfica de las familias caleñas, sus modelos
parentales y la relación de las familias gitanas con el sistema educativo. También se subestiman los posibles
orígenes del problema del fracaso escolar que padece de forma endémica esta población. Este es el principal
objetivo de esta tesis doctoral, dar a conocer estas realidades familiares y las acciones necesarias a realizar que
permitan al pueblo gitano avanzar hacia la inclusión social y educativa en la sociedad mayoritaria. Por los motivos
antes mencionados, el propósito de esta tesis es proporcionar una descripción completa del ejercicio de la crianza
de los hijos por parte de las familias gitanas. Se recogió una muestra representativa de padres canarios según la
isla de origen, nivel educativo y laboral, teniendo hijos e hijas divididos en dos grupos de edad: de 6 a 11 años y de
12 a 17 años. The Gypsy or Romani People are a transnational ethnic minority with a population
estimated between 10 to 12 million people in Europe, being the most rejected and stigmatized social group on the continent. In Spain, the Gypsy People are currently conceived as
a culturally diverse group that coexists as a cultural minority in all the Autonomous Communities of Spain, ranging between 725,000 and 750,000 people. Although it is true that
the efforts made at the state and regional level have led to significant advances in the integration of Roma families, there are still indicators of exclusion whose eradication awaits
a response. The most recent studies on the Roma People show that the situation of Roma
families is clearly alarming. In this regard, the severe poverty rate of the Spanish Roma
population stands at 37.8%, while that of the rest of the population is 6.5%, a wide gap of
more than 31 points of difference. As for educational matters, 14% of women and 6% of
men are illiterate in the Roma People whereas this incidence is practically non-existent in
the majority society. In turn, while the majority society has more than 50% of the people
with a secondary level of education (ESO), the percentages for women are 2.8% and for
men 4.6% in Roma people.
As for the Canary Islands, the gypsy population continues to be “partially” unknown, despite the fact that since 1950 they have been settled on islands such as Sta. Cruz
de Tenerife, Gran Canaria and Lanzarote with a population that ranges between 1,000 and
3,000 people. As there is no scientific research that can make the sociological reality of
this ethnic group visible, the sociodemographic reality of the Cali families, their parental
models and the relationship of the Roma families with the educational system is quite
unknown. It is also understudied the possible origins of the problem of school failure that
this population suffers endemically. This is the main objective of this doctoral thesis, to
provide knowledge about these family realities and the necessary actions to be taken that
may allow the gypsy people for progressing towards the social and educational inclusion
into the majority society. For the aforementioned reasons, the purpose of this thesis is to
provide a comprehensive description of the exercise of parenting by Roma families. We
collected a representative sample of parents from the Canary Islands according to the island of origin, educational and employment levels, having sons and daughters comprised
in two age groups: from 6 to 11 years old and from 12 to 17 years old.
Four studies are presented in this doctoral thesis, each of which has been written
independently of the rest, with its theoretical introduction, methodological description,
results and discussion. The first study analyzes the impact of family-school relationships
on educational inclusion. A systematic review has been performed using the PRISMA
statement. After the screening process, 12 studies have been selected whose analysis has
made it possible to identify types of studies, objectives, results, practical implications, as
well as to report their methodological quality. The second study presents the respective contribution of the context (quality of the neighborhood and social support), the family
system (coherence and adaptability) and the individual (subjective-being) on the resilience of parental figures from a psychosocial and community perspective. In the third study,
the wishes, expectations, most important celebrations and goals of Roma parents regarding the future of their sons and daughters are analyzed, using a qualitative methodology
to describe their points of view. In the final study, the perceptions of both parents and teachers about the quality of relationships between the family and the school are analyzed.
We also examined to what extent the quality of said collaboration is related to the social
and academic competencies of the sons and daughters at the school as perceived by the
teachers. The thesis ends with a general discussion and the most relevant conclusions
drawn from the different studies.