Los modelos parentales del pueblo gitano en Canarias y su impacto en el éxito escolar

Abstract

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.