EDUCATIONAL PARTICIPATION AMONG ROMA STUDENTS: AN INTEGRATED QUALITATIVE FRAMEWORK OF FAMILY CONDITIONS, SCHOOL CLIMATE, IDENTITY CONSTRUCTION, AND STRUCTURAL BARRIERS

This study explores the multidimensional dynamics shaping educational participation among Roma students through an in-depth qualitative analysis of family contexts, school environments, identity constructions, and structural access conditions. Drawing on semi-structured interviews with Roma students and adult participants, the data were analyzed using a hierarchical coding approach supported by code matrix browser and cross-tab analyses. The findings revealed four interrelated themes: Family Socio-Economic Conditions, Future Perceptions and Identity Construction, School Belonging and School Climate, and Multidimensional Educational Participation. Results indicate that families’ educational attitudes and expectations are deeply embedded within socio-economic constraints, shaping both parental involvement and students’ educational opportunities. Students’ future-oriented aspirations, motivation, and academic self-perceptions emerged as central mediating processes influencing educational continuity and engagement. Supportive school climates characterized by positive teacher–student relationships, peer interactions, and institutional resources fostered stronger school belonging and reinforced educational aspirations, while experiences of discrimination, unsafe environments, and limited facilities undermined participation. Moreover, structural factors such as access to education, environmental risks, transportation barriers, and nutrition support played a critical role in shaping both emotional attachment to school and sustained attendance. The integrated conceptual model developed in this study demonstrates that Roma students’ educational participation is produced through the continuous interaction of socio-economic vulnerability, relational school experiences, identity processes, and structural access conditions. The findings highlight the necessity of holistic and multidimensional educational interventions that address family contexts, strengthen inclusive school climates, support positive identity development, and remove structural barriers to promote equitable and sustainable educational engagement for Roma communities.