Our paper is based on a study carried out among students of Hungarian tanodassecond chance educat... more Our paper is based on a study carried out among students of Hungarian tanodassecond chance educational institutions in Hungaryand their parents. The findings of the interview research did not support deficit models and suggest that schooling is a vital issue for both Roma/Gypsy families and their children. All families have limited resources and opportunities to achieve desired goals, and despite their strong intent and determination, they often seem to lack a clear vision of the steps to be taken. Our results show that children have to cope with negligence, stigmatization, exclusion, discrimination, etc. Turning to tanodas for help has become a sort of coping strategy in and of itself. We could identify, as common parental strategies, the 'squeezing out' of the maximum available scarce opportunities, building on social networks, and monitoring their children's studies. Students' coping mechanisms regarding identity-threats were more varied and ranged from confrontation via proxy control and social support, to disengaging from school and taking on a negative identity or, the opposite, taking up positive roles.
Our paper is based on a study carried out among students of Hungarian tanodassecond chance educat... more Our paper is based on a study carried out among students of Hungarian tanodassecond chance educational institutions in Hungaryand their parents. The findings of the interview research did not support deficit models and suggest that schooling is a vital issue for both Roma/Gypsy families and their children. All families have limited resources and opportunities to achieve desired goals, and despite their strong intent and determination, they often seem to lack a clear vision of the steps to be taken. Our results show that children have to cope with negligence, stigmatization, exclusion, discrimination, etc. Turning to tanodas for help has become a sort of coping strategy in and of itself. We could identify, as common parental strategies, the 'squeezing out' of the maximum available scarce opportunities, building on social networks, and monitoring their children's studies. Students' coping mechanisms regarding identity-threats were more varied and ranged from confrontation via proxy control and social support, to disengaging from school and taking on a negative identity or, the opposite, taking up positive roles.
Preface CHAPTER ONE Family-Present and Past Discourses CHAPTER TWO On the way to the concept of t... more Preface CHAPTER ONE Family-Present and Past Discourses CHAPTER TWO On the way to the concept of the symbolic family-a family story and what it suggests The story How the story relates to family theories CHAPTER THREE The extended symbolic family system-An old world to discover The system The interplay between the social world and the family CHAPTER FOUR The characteristics of the extended symbolic family system Extension and flexibility Hybridity CHAPTER FIVE Two components of the system Time The narratives Families without family histories 116 CHAPTER SIX A family with family history-The Richter family References Appendix Main themes for the case studies Tables 211 26 A small village not far from Lake Balaton 27 Another small village some miles from Lake Balaton 28 A village in the Bakony, not far from the previously mentioned two places
This study was carried out among teachers in Budapest in 2016-17. It aimed at revealing teachers'... more This study was carried out among teachers in Budapest in 2016-17. It aimed at revealing teachers' views on multiculturalism and multicultural education, together with their conceptualisations of migrants. When constructing a framework of interpretation, we believed that views on multicultural education and attitudes concerning migrants would be interrelated with teachers' national identity, as well as their previous experiences with diversity. The results of the questionnaire research based on a sample of 368 pre-service and in-service teachers demonstrate that views on, and attitudes towards multiculturalism are strongly correlated with those on migration. The sense of threat seems to be interrelated with essentialist national identity, which, on the other hand, has a negative relationship with respondents' experiences of ethnic diversity.
Milyen lehetőségeket rejt a családtörténeti módszer alkalmazása a "kulturális tőke felhalmozásána... more Milyen lehetőségeket rejt a családtörténeti módszer alkalmazása a "kulturális tőke felhalmozásának", reprodukciójának és az átörökítés finomabb, családi folyamatainak megismerésében?
This study examines whether young migrants, differentiated by cultural background, (a) vary in th... more This study examines whether young migrants, differentiated by cultural background, (a) vary in their experience of cultural adjustment, emotional distress, levels of self-esteem, and coping ability, and (b) how they compare with Australian students on measures of self-esteem and coping ability. One hundred and seventy-three students differentiated by cultural origin (former-Yugoslavian, Chinese, Mixed-culture, and Australian) and school level (primary and high school) were recruited at random from public schools in South East Queensland. Students completed measures of cultural adjustment (Bicultural Involvement Questionnaire), anxiety and trauma (Revised Children's Manifest Anxiety Scale, Trauma Symptom Checklist), selfesteem (Coopersmith Self-Esteem Inventory, Rosenberg Self-Esteem Scale), and coping ability (Coping Scale for Children and Adolescents). The main findings from this study indicate that culturally diverse groups residing in Australia vary in their experience of cultural adaptation, level of self-esteem, and symptoms of emotional distress, illustrating culture-specific strengths and weaknesses among young non-English speaking (NESB) students. This study reveals information on how culturally diverse migrants acculturate, the type and severity of symptoms they experience, and their capacity to cope in stressful situations. The need for culture-specific early intervention and prevention programs is discussed.
Our paper is based on a study carried out among students of Hungarian tanodassecond chance educat... more Our paper is based on a study carried out among students of Hungarian tanodassecond chance educational institutions in Hungaryand their parents. The findings of the interview research did not support deficit models and suggest that schooling is a vital issue for both Roma/Gypsy families and their children. All families have limited resources and opportunities to achieve desired goals, and despite their strong intent and determination, they often seem to lack a clear vision of the steps to be taken. Our results show that children have to cope with negligence, stigmatization, exclusion, discrimination, etc. Turning to tanodas for help has become a sort of coping strategy in and of itself. We could identify, as common parental strategies, the 'squeezing out' of the maximum available scarce opportunities, building on social networks, and monitoring their children's studies. Students' coping mechanisms regarding identity-threats were more varied and ranged from confrontation via proxy control and social support, to disengaging from school and taking on a negative identity or, the opposite, taking up positive roles.
Our paper is based on a study carried out among students of Hungarian tanodassecond chance educat... more Our paper is based on a study carried out among students of Hungarian tanodassecond chance educational institutions in Hungaryand their parents. The findings of the interview research did not support deficit models and suggest that schooling is a vital issue for both Roma/Gypsy families and their children. All families have limited resources and opportunities to achieve desired goals, and despite their strong intent and determination, they often seem to lack a clear vision of the steps to be taken. Our results show that children have to cope with negligence, stigmatization, exclusion, discrimination, etc. Turning to tanodas for help has become a sort of coping strategy in and of itself. We could identify, as common parental strategies, the 'squeezing out' of the maximum available scarce opportunities, building on social networks, and monitoring their children's studies. Students' coping mechanisms regarding identity-threats were more varied and ranged from confrontation via proxy control and social support, to disengaging from school and taking on a negative identity or, the opposite, taking up positive roles.
Preface CHAPTER ONE Family-Present and Past Discourses CHAPTER TWO On the way to the concept of t... more Preface CHAPTER ONE Family-Present and Past Discourses CHAPTER TWO On the way to the concept of the symbolic family-a family story and what it suggests The story How the story relates to family theories CHAPTER THREE The extended symbolic family system-An old world to discover The system The interplay between the social world and the family CHAPTER FOUR The characteristics of the extended symbolic family system Extension and flexibility Hybridity CHAPTER FIVE Two components of the system Time The narratives Families without family histories 116 CHAPTER SIX A family with family history-The Richter family References Appendix Main themes for the case studies Tables 211 26 A small village not far from Lake Balaton 27 Another small village some miles from Lake Balaton 28 A village in the Bakony, not far from the previously mentioned two places
This study was carried out among teachers in Budapest in 2016-17. It aimed at revealing teachers'... more This study was carried out among teachers in Budapest in 2016-17. It aimed at revealing teachers' views on multiculturalism and multicultural education, together with their conceptualisations of migrants. When constructing a framework of interpretation, we believed that views on multicultural education and attitudes concerning migrants would be interrelated with teachers' national identity, as well as their previous experiences with diversity. The results of the questionnaire research based on a sample of 368 pre-service and in-service teachers demonstrate that views on, and attitudes towards multiculturalism are strongly correlated with those on migration. The sense of threat seems to be interrelated with essentialist national identity, which, on the other hand, has a negative relationship with respondents' experiences of ethnic diversity.
Milyen lehetőségeket rejt a családtörténeti módszer alkalmazása a "kulturális tőke felhalmozásána... more Milyen lehetőségeket rejt a családtörténeti módszer alkalmazása a "kulturális tőke felhalmozásának", reprodukciójának és az átörökítés finomabb, családi folyamatainak megismerésében?
This study examines whether young migrants, differentiated by cultural background, (a) vary in th... more This study examines whether young migrants, differentiated by cultural background, (a) vary in their experience of cultural adjustment, emotional distress, levels of self-esteem, and coping ability, and (b) how they compare with Australian students on measures of self-esteem and coping ability. One hundred and seventy-three students differentiated by cultural origin (former-Yugoslavian, Chinese, Mixed-culture, and Australian) and school level (primary and high school) were recruited at random from public schools in South East Queensland. Students completed measures of cultural adjustment (Bicultural Involvement Questionnaire), anxiety and trauma (Revised Children's Manifest Anxiety Scale, Trauma Symptom Checklist), selfesteem (Coopersmith Self-Esteem Inventory, Rosenberg Self-Esteem Scale), and coping ability (Coping Scale for Children and Adolescents). The main findings from this study indicate that culturally diverse groups residing in Australia vary in their experience of cultural adaptation, level of self-esteem, and symptoms of emotional distress, illustrating culture-specific strengths and weaknesses among young non-English speaking (NESB) students. This study reveals information on how culturally diverse migrants acculturate, the type and severity of symptoms they experience, and their capacity to cope in stressful situations. The need for culture-specific early intervention and prevention programs is discussed.
Why do some children have dreams about former relatives they have never met? How come that in our... more Why do some children have dreams about former relatives they have never met? How come that in our dreams we happen to stroll through places we have never visited before? In this book, the reader will discover a new frame of interpretation for such questions.
Following the analysis of hundreds of interviews, which have been at the heart of my research on families for decades, and a thorough review of international family research over the last fifty years, which has changed our understanding of the family as a basic unit of parents and children, a new theory has taken shape in my mind. I have called it the extended symbolic family. From the multiple experiences of different social realities, from told or untold stories that swirl in the memory of extended families, patterns emerge that seem to impact all key decisions made by family members. The innumerable family patterns then help or hinder adaptation to changes in social space and time and, conversely, change them as well. Based on the concepts of hybridity, time, and space, the theory combines several approaches, ranging from transgenerational to transnational families, into a single conceptual framework that may help social scientists and interested readers understand how the extended symbolic family creates continuity, stability, and flexibility in an ever-changing world.
In addition plentiful extracts from interviews, the book ends with a complete story narrated by four members of the same family: a grandfather, two of his daughters and his grandson.
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Papers by Ágnes Boreczky
Following the analysis of hundreds of interviews, which have been at the heart of my research on families for decades, and a thorough review of international family research over the last fifty years, which has changed our understanding of the family as a basic unit of parents and children, a new theory has taken shape in my mind. I have called it the extended symbolic family. From the multiple experiences of different social realities, from told or untold stories that swirl in the memory of extended families, patterns emerge that seem to impact all key decisions made by family members. The innumerable family patterns then help or hinder adaptation to changes in social space and time and, conversely, change them as well. Based on the concepts of hybridity, time, and space, the theory combines several approaches, ranging from transgenerational to transnational families, into a single conceptual framework that may help social scientists and interested readers understand how the extended symbolic family creates continuity, stability, and flexibility in an ever-changing world.
In addition plentiful extracts from interviews, the book ends with a complete story narrated by four members of the same family: a grandfather, two of his daughters and his grandson.