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How Did the COVID-19 Pandemic and Digital Divide Impact Ciganos/Roma School Pathways?

Author

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  • Susana Mourão

    (Centro de Investigação em Psicologia (CIP-UAL), Universidade Autónoma de Lisboa, 1169-023 Lisboa, Portugal
    Centro de Investigação e Estudos de Sociologia do Iscte-Instituto Universitário de Lisboa (CIES-Iscte), 1649-026 Lisboa, Portugal)

  • Sara Pinheiro

    (Centro de Investigação e Estudos de Sociologia do Iscte-Instituto Universitário de Lisboa (CIES-Iscte), 1649-026 Lisboa, Portugal
    Centro de Investigação e Intervenção Educativas (CIIE), Universidade do Porto, 4200-135 Porto, Portugal)

  • Maria Manuela Mendes

    (Centro de Investigação e Estudos de Sociologia do Iscte-Instituto Universitário de Lisboa (CIES-Iscte), 1649-026 Lisboa, Portugal
    Instituto Superior de Ciências Sociais e Políticas, Universidade de Lisboa, 1300-663 Lisboa, Portugal)

  • Pedro Caetano

    (Centro Interdisciplinar de Ciências Sociais, Universidade Nova de Lisboa, 1099-085 Lisboa, Portugal)

  • Olga Magano

    (Centro de Investigação e Estudos de Sociologia do Iscte-Instituto Universitário de Lisboa (CIES-Iscte), 1649-026 Lisboa, Portugal
    Departamento de Ciências Sociais e de Gestão, Universidade Aberta, 1269-001 Lisboa, Portugal)

Abstract

The COVID-19 pandemic forced the Portuguese government to declare various lockdowns between 2020 and 2022. The first State of Emergency was enforced in March 2020, in which face-to-face classroom teaching was repeatedly interrupted. At that time, families were expected to provide the necessary supplies for digital learning, with some support from the government, municipalities, civil society, and local institutions. Nevertheless, many families already lived under precarious conditions before the pandemic, and so the lockdown measures increased their vulnerability, with a probable impact on student school attendance and conditions enabling academic success. Since Ciganos/Roma are part of this vulnerable population, we intend to explore how the COVID-19 pandemic impacts the school pathways of these students, namely in secondary education, where they represent a minority group. The data are derived from a variety of qualitative sources collected during research carried out in the two Metropolitan Areas in Portugal. The COVID-19 pandemic affected the youngsters’ access to classes and their motivation to attend school, and opens the discussion about how because of the government’s universal measures, by failing to consider social diversity, in particular Ciganos/Roma Ciganos/Roma families, this pandemic crisis may disproportionally affect the education of their children and youth. The findings highlight, firstly, that these impacts continue to be rendered invisible and naturalized in the public sphere and, secondly, that the measures and legislation underlying the pandemic effects continue not to include Ciganos in policymaking processes.

Suggested Citation

  • Susana Mourão & Sara Pinheiro & Maria Manuela Mendes & Pedro Caetano & Olga Magano, 2023. "How Did the COVID-19 Pandemic and Digital Divide Impact Ciganos/Roma School Pathways?," Social Sciences, MDPI, vol. 12(2), pages 1-17, February.
    • Handle: RePEc:gam:jscscx:v:12:y:2023:i:2:p:86-:d:1062190
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    References listed on IDEAS

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    1. Velicu, Anca & Barbovschi, Monica & Rotaru, Ileana, 2022. "Socially isolated and digitally excluded. A qualitative exploratory study of the lives of Roma teenage mothers during the COVID-19 lockdown," Technology in Society, Elsevier, vol. 68(C).
    2. Marina Murat & Luca Bonacini, 2020. "Coronavirus pandemic, remote learning and education inequalities," Department of Economics (DEMB) 0177, University of Modena and Reggio Emilia, Department of Economics "Marco Biagi".
    3. Marina Murat & Luca Bonacini, 2020. "Coronavirus pandemic, remote learning and education inequalities," Department of Economics 0177, University of Modena and Reggio E., Faculty of Economics "Marco Biagi".
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