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Scholastic Integration of Gypsies in Italy

Teachers’ Attitudes and Experience

Department of Development and Socialisation Psychology, University of Padova, Italy

Maria G. Monaci

University of Valle d’Aosta, Italy

Filomena De Lumè

Department of Psychology and Educational Sciences, University of Lecce, Italy

Ombretta Zanon

Primary School in Villa del Conte, Padova, Italy

The purpose of this study was to examine the attitudes towards gypsies of teachers with/without direct experience of integrated classes. We investigated: (1) stereotypes, emotional reactions and attitudes towards gypsies and (2) concerns, perception of practical difficulties related to teaching integrated classes and behavioural intentions of teachers with favourable/unfavourable attitudes towards gypsies and with/without gypsy children in their class. In a first phase, 12 teachers with experience of teaching gypsy pupils were interviewed. A questionnaire was then constructed and anonymously administered to teachers with gypsy children (n= 36) and without gypsy children (n= 32) in their class. Results confirm that stereotypes are difficult to change, even through direct experience. However, direct contact may arouse positive emotional reactions and improve attitudes towards gypsies. Teachers are generally concerned about the difficulties of implementing integrated schooling and report a medium level of willingness towards the task of integration. Only the subgroup of teachers with a favourable attitude towards gypsies, but without direct experience in integrated schools, report being more willing to make a personal effort to contribute to the integration project and significantly underestimate the burden of the added workload. Implications for teacher education are discussed.

Key Words: gypsies • inclusive schooling • institutional exclusion • multiculturalism • racial prejudice • teachers’ attitudes

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