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Transition to adulthood of Roman young people in Navarra



OBJECTIVE 1. Analyse the context of schooling for Romany teenagers in the province of Navarra at secondary stage.

1.1. Analyse the main educational measures and proposals that currently guide educational action and guidance for Romany students in the secondary stage.

1.2. Find out to what extent these measures are being carried out in practice, taking into account documented indicators / results on their efficacy or possible barriers.

1.3. Compare the Navarra context with the measures and proposals raised nationally / internationally (put our context within a global framework).

OBJECTIVE 2. Identify the main strengthens and weaknesses of self-determination for young Romany in the transition process to adult life

2.1. Draw up a self-determination profile for Romany students. Specifically, assess capabilities for (a) autonomy; (b) self-regulation; (c) psychological empowerment and (d) and self-realization (self-knowledge). Make comparisons between groups according to cut-off variables such as gender, age, type of schooling.

2.2. Study the young people's perceptions of the education system (paying particular attention to attributions on the relationship between their training and their insertion and social / work inclusion experiences).

2.3. Analyse the relationship between the study variables: self-determination skills and perceptions of the education system.

OBJECTIVE 3. Describe families' experiences and perceptions with regard to the education process and their children's self-determination.

 3.1. Describe perceptions from families regarding their children's profile in terms of their self-determination skills.

3.2. Describe the perception from families regarding schools in terms of meeting their children's training needs in the transition stage to adult life.

3.3. Identify points for improvement mentioned by families regarding their children's schooling.

3.4. Summarise families' main concerns and needs, compiling proposals for change that they might contribute.

OBJECTIVE 4. Help to improve the transition processes to adult life for young Romany.

4.1. Organise and carry out training encounters with young Romany to work on self-determination skills (depending on the sample's availability and interest).

4.2. Strengthen the role of families as the main support context, during data collection sessions with mothers and fathers. 


Araceli Arellano Torres
Main researcher

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School of Education and Psychology
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