16.07.2014 Stereotypes: illiteracy among Rroma

Michel (2014) informs about the work of the Hamburg counselling centre Karola. Karola has set itself the task to help needy women and girls from immigrant families. This has resulted in a focus on Romnja, who need support when being in contact with the authorities or when learning how to read and write. Michel puts the focus on the language courses, which is an interesting, but also very prejudiced aspect. Again and again we read in articles that Rroma can not read and write, and that this illiteracy is part of their culture. However, it is rather a phenomenon of exclusion, poverty and lack of education that affects only part of the Rroma. Many can read and write. Michel refers to the study of the organization Romnokher: “There are no official figures on how many Roma are illiterate in Germany. A representative study of the organization Romnokher of 2011, on the educational situation of Sinti and Roma, comes to the conclusion that 18 percent of the 26-to-50-year-olds have never been to school. 44 percent of them visited a school, but did not graduate. For the younger generation, the level of education is higher: Nine percent of the to 25-year-olds did not attend school. Still, obstacles remain – and the worse the education of the parents, the more difficult it is for their children in the school.” The study interviewed 275 Rroma from West Germany about their educational situation, belonging to three different generations. Whether this sampling is sufficient for a reliable assessment of the education of Rroma in Germany – the Rroma Foundation currently assumes 110,000 to 130,000 Rroma in Germany – is not without doubt, because the sample is very small (see Strauss 2011). Karola’s integration assistance, described by Michel, is very positive. However, one has to be cautious when identifying individual histories as representative for all Rroma, and therefore to treat them as cultural traits. If a Rromni reports that she did not go to school because her parents were afraid that she might have a relationship with a boy, this must be seen as individual experience and not as a cultural characteristic. The same goes for Romnja, for whom it was free to decide whether they wanted to go to school or did not go because of distrust towards public institutions. Many Rroma can read and write. As Michel herself states, there is no reliable data on the educational situation of the Rroma in Germany.