Abstract
The data provided by official organizations and the international scientific community indicate that Roma students face difficulties in the current educational system, including school segregation, student homogeneous grouping models, stereotypes and discrimination, failure, and early school leaving. The specialized scientific literature points to the participation of Roma families in the educational system as a key factor in improving the academic success of Roma students. Furthermore, the Spanish educational legislation includes the participation of families in School. However, despite the increasing cultural diversity of today's society, the educational system has not defined new models of intercultural participation, sensitive to the cultural peculiarities of ethnic minorities. This review examines the role of educational policies in the constitution of new spaces for democratic participation and new models of democratic leadership that guarantee the inclusion of Roma students and their families in all educational areas and school spaces. The criteria used in selecting articles with key theoretical and empirical contributions were the number of times an article was cited and the relevance of the topic including current educational policies in the Spanish context. The results will enrich the debate on the design of strategic plans for intercultural family participation that are sensitive to the perspectives of ethnic minorities that coexist in today's global society.
Author Information
Silvia Abad-Merino, University of Córdoba, Spain
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