Digital Education for Roma Students

Abstract

This study explores the challenges and opportunities of digital education for Roma youth in Hungary, focusing on the reproduction of social inequalities and the digital divide. Utilizing Bourdieu's (1970) theory of social inequality reproduction and DiMaggio and Hargittai's (2001) concept of digital inequality, the research examines both the barriers and strategies for integrating Roma students into digital education. Data were gathered from a literature review, expert interviews, a focus group study with disadvantaged Roma youth, and quantitative findings from a mentoring program aimed at enhancing psycho-social well-being among marginalized individuals. The mentoring study provided crucial insights into the role of reduced anxiety and improved emotional resilience in facilitating participation in educational programs. Findings indicate that limited access to digital devices and insufficient digital literacy contribute to the perpetuation of social disparities, while psycho-social challenges further hinder engagement. The study highlights the significant role of local institutions, such as the Opályi Teleház, in addressing these challenges by offering targeted digital skills training and emotional support. However, issues such as lack of motivation and cultural differences in technology use persist. Effective digital education strategies should incorporate playful, interactive learning methods using familiar technologies, such as smartphones, while addressing psycho-social barriers through mentoring and support programs. The study concludes that addressing digital inequality requires culturally tailored educational programs and holistic support systems to bridge the digital divide and enhance social inclusion for marginalized communities.