Keywords

Inclusive Education, Social Learning, Cultural Diversity, University Education, Inequality, Cultural Context.

Abstract

This article presents the results of a qualitative study conducted jointly by the Roma Culture Chair at the University of Alicante and the City Council of Aspe (Spain). The study stems from the limited presence of Roma role models with higher education backgrounds in educational and audiovisual materials aimed at students in compulsory education. Its objective is to analyse the factors that hinder and facilitate the socio-political and educational inclusion of Roma people, while generating resources that challenge stereotypes associated with the Roma community. To this end, thirteen video capsules produced from the 4th Psychopedagogical Conference held in Aspe in 2022 were analysed. The methodology is based on the qualitative analysis of videos built from the testimonies of Roma university graduates, educational professionals, and participating students. Their selection was guided by a theoretical framework focused on educational inequality, motivation, and inclusion processes. The findings show that stigmatisation, structural inequalities, and limiting beliefs continue to affect Roma students’ access to and persistence in higher education. They also identify facilitating factors, including family and university role models, positive teacher–student relationships, motivation towards learning, and policies promoting educational equity. The study concludes that the formal education system is a strategic setting for reducing inequalities and combating anti-Gypsyism. Its main contribution is the proposal of short-form video as an awareness-raising resource that can increase the visibility of positive role models and promote critical reflection in educational and community contexts.

References

Aguado Odina, T. (2011). El enfoque intercultural en la búsqueda de buenas prácticas escolares. Revista Latinoamericana de Educación Inclusiva, 5(2), 23–42. https://revistas.ucentral.cl/revistainclusiva/article/view/5_2_003
Aguila Carralero, A. y Linares Izaguirre, D. (2020). Desarrollo de la habilidad escuchar: un reto para los docentes de la Educación Superior. Opuntia Brava, 12(4), 20–31. https://opuntiabrava.ult.edu.cu/index.php/opuntiabrava/article/view/1001
Albornoz-Arias, N., Rojas-Sanguino, C. y Santafe-Rojas, A.-K. (2025). Empowerment of Rural Women Through Autonomy and Decision-Making. Social Sciences, 14(8), 469. https://doi.org/10.3390/socsci14080469
Amador, M. G., Cowan, R. y Nillesen, E. (2022). Peer Networks and Malleability of Educational Aspirations. arXiv preprint arXiv:2209.08340. https://doi.org/10.48550/arXiv.2209.08340
Bandura, A. (1977). Self-efficacy: toward a unifying theory of behavioral change. Psychological Review, 84(2), 191–215. https://doi.org/10.1037/0033-295X.84.2.191
Boros, J., Bogdán, P. y Durst, J. (2021). Accumulating Roma cultural capital: First-in-family graduates and the role of educational talent support programs in Hungary in mitigating the price of social mobility. Szociológiai Szemle, 31(3), 74–102. https://doi.org/10.51624/SZOCSZEMLE.2021.3.4
Bourdieu, P. (1988). La distinción. Crítica social del juicio. Taurus. https://pics.unison.mx/maestria/wp-content/uploads/2020/05/La_Distincion-Bourdieu_Pierre.pdf
Deci, E. L. y Ryan, R. M. (2000). The “What” and “Why” of Goal Pursuits: Human Needs and the Self-Determination of Behavior. Psychological Inquiry, 11(4), 227–268. https://doi.org/10.1207/S15327965PLI1104_01
Flecha, A., Abad-Merino, S., Macías-Aranda, F. y Segovia-Aguilar, B. (2022). Roma University Students in Spain: Who Are They? Education Sciences, 12(6), 400. https://doi.org/10.3390/educsci12060400
Freire, P. (1975). Pedagogía del oprimido. Siglo veintiuno. https://docs.enriquedussel.com/txt/Textos_200_Obras/Filosofia_liberacion/Pedagogia_oprimido-Paulo_Freire.pdf
FSG. (2023). Informe Anual FSG 2022. Fundación Secretariado Gitano. https://www.gitanos.org/centro_documentacion/publicaciones/informe_anual_fsg_2022
Gallego-Noche, B. y Goenechea-Permisán, C. (2024). What makes them thrive? Protective factors for the academic success of Roma university students: A case study. Education, Citizenship and Social Justice, 19(1), 95–109. https://doi.org/10.1177/17461979221123009
García Gil, M. E. (2013). El uso de la imagen como herramienta de investigación. Campos en Ciencias Sociales, 1(2), 363–372. https://doi.org/10.15332/s2339-3688.2013.0002.07
Garrido García, A. (2022). Reseña/Review (hooks, bell, “Enseñar a transgredir. La educación como práctica de la libertad”, Madrid, Capitán Swing, ISBN: 978-84-122818-4-3, págs. 229, 2021). Teknokultura. Revista de Cultura Digital y Movimientos Sociales, 19(2), 277-279. https://doi.org/10.5209/tekn.77747
Guay, F. (2022). Applying Self-Determination Theory to Education: Regulations Types, Psychological Needs, and Autonomy Supporting Behaviors. Canadian Journal of School Psychology, 37(1), 75–92. https://doi.org/10.1177/08295735211055355
Laparra, M., Zugasti Mutilva, N. y García Lautre, I. (2021). The Multidimensional Conception of Social Exclusion and the Aggregation Dilemma: A Solution Proposal Based on Multiple Correspondence Analysis. Social Indicators Research, 158(2), 637–666. https://doi.org/10.1007/s11205-021-02707-6
Matarranz, M. y Aguado Odina, M. T. (2025). Educación intercultural, equidad y práctica escolar. Una revisión sistemática de la investigación en Europa y América Latina. Revista Fuentes, 27(2), 121–131. https://doi.org/10.12795/revistafuentes.2025.27347
Morales Ramos, L. A. y Guzmán Flores, T. (2015). El vídeo como recurso didáctico para reforzar el conocimiento. Ponencia presentada en el Encuentro Internacional de Educación a distancia, Guadalajara, México. https://doi.org/10.13140/RG.2.1.3144.7521
Noddings, N. (2013). Caring: A Relational Approach to Ethics and Moral Education (2nd ed.). University of California Press. https://www.jstor.org/stable/10.1525/j.ctt7zw1nb
Renta Davids, A. I., Aubert, A. y Tierno García, J. M. (2019). Influencia de la formación de familiares en la motivación del alumnado en riesgo de exclusión social. Revista Mexicana de Investigación Educativa, 24(81), 481–505. https://www.scielo.org.mx/pdf/rmie/v24n81/1405-6666-rmie-24-81-481.pdf
Saiz-Linares, Á., Ceballos-López, N. y Susinos-Rada, T. (2019). Student voice and teacher improvement. A research in schools in Cantabria. Revista Complutense de Educación, 30(3), 713–728. https://doi.org/10.5209/rced.58883
Saks, K. (2024). The effect of self-efficacy and self-set grade goals on academic outcomes. Frontiers in Psychology, 15, 1324007. https://doi.org/10.3389/fpsyg.2024.1324007
Susilo, A., Yang, P. y Qi, R. (2023). Developing critical intercultural awareness through video clip-assisted intercultural tasks. Higher Education Pedagogies, 8(1), 2235337. https://doi.org/10.1080/23752696.2023.2235337
Suso Araico, A., Morel Rioseco, M. J., Robles Sánchez, J., Guilló Girard, C. y Mamán Schwartz, D. (2025). El impacto del racismo en España. Percepción de la discriminación por origen racial o étnico por parte de sus potenciales víctimas en 2024. Ministerio de Igualdad. https://igualdadynodiscriminacion.igualdad.gob.es/wp-content/uploads/2025/03/El_impacto_del_racismo_en_ Espana_Accesible.pdf
Valles Martínez, M. S., Cea D´Ancona, M. Á. y Domínguez Alegría, G. (2017). Discriminación múltiple e inmigración: huellas de discurso institucional, académico y de la población. Revista Española de Investigaciones Sociológicas, (159), 135–150. https://doi.org/10.5477/cis/reis.159.135
Warner-Ault, A. (2020). Promoting Intercultural Learning through Synchronous Video Exchange: A Talk Abroad Case Study. International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT), 10(1), 1–14. https://doi.org/10.4018/IJCALLT.2020010101