Clima Escolar e Metacognição Cultural, o Caminho Menos Percorrido para as Comunidades ROMA

This research addresses the pressing societal challenges of poor school adjustment often experienced by students from the Roma groups. Students’ disengagement often stems from institutional factors and processes underlying interpersonal interactions (e.g., (co)overt forms of discrimination). Students from Roma groups are at great risk of being exposed to racial inequalities and microaggressions in school (e.g., low expectations or perceived lack of cultural value perpetuated by teachers and non-Roma peers). Portugal, in particular, exhibits a significant prevalence of discriminatory behaviors toward Roma students in school settings (30%+ in EU, 2021), resulting in adverse markers of school adjustment (e.g., low engagement and academic performance). Despite these challenges, a notable gap exists in attention toward school ethnic-racial socialization (ERS) practices and processes, particularly in understanding how they shape the school experiences of students from Roma groups, including their perception of school climate (SC) and subsequent outcomes (i.e., school and learning engagement; SE). The relationship between school ERS and perceptions of SC is influenced by numerous factors, including the quality of interpersonal relationships and the cultural responsiveness of educators. It is imperative to unravel the complexity of these interrelationships to foster inclusive and engaging school environments for all students, specifically addressing the needs of Roma students. Over the last few decades, EU countries have been making great political and economic efforts to overcome the social inequalities faced by Roma people. Still, the actual educational results fall short of expectations, presenting lower school achievement, attainment, and engagement rates than other minoritized peers. Therefore, there is a need to change the course of action and follow roads less traveled to ROMA. Building upon an overarching theoretical framework combining the ecological model of school ERS and the Teaching Through Interactions Framework (integrating attachment and self-determination theories), this proposal contributes to both theoretical and methodological advancements. The goals are threefold: - To provide a comprehensive picture of school ERS processes in culturally diverse classrooms. Examining how teachers’ cultural metacognition (i.e., a core dimension of intercultural competence [IC]) and perceived SC shape students’ school experiences (e.g., perceived school safety, connectedness) and outcomes (e.g., SE). - To develop, implement, and assess the effectiveness of a Virtual Reality Training Intervention (VRTI) to enhance teachers’ ERS practices (i.e., diversity acceptance) and IC (cultural metacognition), thereby instilling inclusive strategies in culturally diverse classrooms. These efforts are expected to influence SC and student outcomes (including cultural metacognition and peer relationships). - Finally, to examine how students from different ethnic backgrounds perceive the SC and how it influences their outcomes. This ancillary analysis is a game-changer while providing an opportunity to examine differences (cultural, metacognitive) with hopes of searching for similarities to frame divergences and provide nuanced insights. This fresh perspective recognizes the unique experiences of Roma and non-Roma while contributing to value diversity and dismantling race-related barriers to educational success.