Participación de mujeres gitanas y marroquíes en la formación de familiares: beneficios educativos y psicosociales

• Sandra Girbés-Peco ^[1] ; Regina Gairal-Casadó ^[2] ; Luis Torrego-Egido ^[3]
  1. [1] Universitat de Barcelona

     Universitat de Barcelona

     Barcelona, España

     
  2. [2] Universitat Rovira i Virgili

     Universitat Rovira i Virgili

     Tarragona, España

     
  3. [3] Universidad de Valladolid

     Universidad de Valladolid

     Valladolid, España

     

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• Localización: Culture and Education, Cultura y Educación, ISSN-e 1578-4118, ISSN 1135-6405, Vol. 31, Nº 4, 2019, págs. 766-779
• Idioma: español
• DOI: 10.1080/11356405.2019.1656487
• Títulos paralelos:
  • The participation of Roma and Moroccan women in family education: educational and psychosocial benefits
• Texto completo no disponible (Saber más ...)
• Dialnet Métricas: 3 Citas
• Resumen
  • español

    Investigaciones previas han destacado el papel que pueden jugar las escuelas en relación a la mejora educativa y al bienestar de familias vulnerables. En este estudio nos centramos en los beneficios percibidos por dos de los colectivos más desfavorecidos del contexto español: mujeres gitanas e inmigrantes con bajos niveles educativos. Concretamente, analizamos el impacto derivado de su participación en programas de formación de familiares impartidos por ocho escuelas. El estudio se basa en la metodología comunicativa y se ha desarrollado a través de entrevistas y grupos de discusión. Entre los participantes que han conformado la muestra se incluyen mujeres gitanas y marroquíes, sus hijos e hijas, familiares, profesorado y voluntariado. Los datos obtenidos sugieren que la inclusión de estas mujeres en las formaciones ha contribuido a mejorar la percepción que estas presentan sobre sus habilidades académicas y lingüísticas y les ha aportado beneficios psicosociales, entre los que se encuentran el aumento de la autoestima, autonomía y el refuerzo de redes sociales.

  • English

    Previous studies have highlighted the role that schools can play in improving the education and well-being of disadvantaged families. In this study we focus on the benefits perceived by two of the most disadvantaged groups in Spain: Roma women and immigrants with low levels of education. Specifically, we analyse the impact of participating in family education programmes delivered by eight schools. The study is based on a communicative approach and has been developed through interviews and focus groups. The sample comprises Roma and Moroccan women as well as their children, family members, teachers and volunteers. The data obtained suggest that the inclusion of the women in the educational programmes has helped improve the women’s perception of their academic and linguistic abilities, and has also brought about psychosocial benefits, including increases in self-esteem and autonomy and the strengthening of social networks.

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