Course for international guest/part time students

Faculty

Faculty of Social Sciences

Organization

TÁTK Minority Studies Department

Code

EKIP07.1

Title

Segregation and discrimination

Usual semester

Spring

Published semester

2025/26/2

ECTS

4

Language

en

Learning outcomes

Course Goals: • Learning outcomes: By the end of the course, students should be able to: • understand key concepts and theories in the fields of ethnic base segregation and discrimination in different contexts • Analyze the different forms of segregation and discrimination faced by the Roma ethnic minority regarding poverty, the school system, residential segregation, the labor market, and different institutional contexts. • analyze international, European, and national policy-making processes • critically reflect upon academic and policy papers on Roma • present coherent arguments in both oral and written forms in English

Course content

The course introduces students to the phenomena and processes of segregation and discrimination that affect cultural and ethnic minorities in modern societies. During the semester, we will review the different forms of exclusion and the public policy measures that can be taken to mitigate or eliminate the negative consequences of these discriminatory phenomena. First, we briefly discuss the conceptual and general theoretical aspects of the phenomenon of segregation and discrimination. Then we empirically trace the processes of discrimination and exclusion using the example of a particular minority, namely the Roma ethnic group in Eastern Europe. Particular attention will be paid to the occurrence of poverty-based discrimination, the mechanisms of spatial segregation, and ethnic exclusion in social institutions such as schools, the labor market, the state, and the sphere of power. We also address the phenomenon of gender-based ethnic discrimination and the cognitive and affective interpersonal mechanisms of exclusion in minority-majority relations in society. In addressing these issues, we are continuously exploring the possible forms and means of successful social integration, political participation, social equality and inclusion of Roma, and the elimination of discrimination against them, whether it is done by the state, the legal system, different social institutions, the welfare system, or the civil society. The course is organized as a seminar. At the beginning of each lesson, the teacher briefly summarizes the problem selected for discussion, followed by a brief presentation of the readings in the form of student presentations, which is finally concluded by a joint discussion. All required and recommended reading is available online. An important part of completing the course is that a research paper must be submitted at the end of the semester. In the first step, the research proposal must be prepared within the framework of the midterm exam.

Assessment method

Assessment Each student will be assessed through a combination of seminar contributions, oral presentations, and written works. 1. Active participation: 15% of the final grade. Students are required to participate all week, read all mandatory texts prior to the classes, and actively contribute to class discussions. Students shall inform the tutor in advance if they cannot come for a Week. Please arrive to every class on time. 2. Class presentations: 30 % of the final grade. Each student presents two or three different texts by summarizing the main arguments of the author and raising 2-3 questions for class discussion. Each presenter may prepare a handout and/or PowerPoint/Prezi presentation. 3. Research proposal: 15% of the final grade. As a preparation for the final research paper, students are required to submit a midterm research proposal. The topic of the proposal should relate to the class and be approved by the instructors. The proposal should include a brief description of the topic, research questions, an overview of methodology, and a preliminary literature review. It should 600-900-words long. Deadline to be discussed. 4. Research paper: 40% of the final grade. Students write a research paper of up to 2000 words length on a topic related to the course that is approved by the instructor. The paper should follow the genre of academic essay with appropriate references and a bibliography. The paper shall refer to at least two articles, arguments, and debates covered in the course – in addition to the literature relevant to the selected topic. Please include the word count on the title page. All written contributions should be produced exclusively by the student; any text reproduction that is not identified and attributed will have to be considered as plagiarism. Please note that late papers submitted after the deadline will be marked down by half a letter grade per day. Deadline to be discussed.

Bibliography

Course outline 1 The concepts of segregation and discrimination Readings: D.S. Massey-N.A. Denton: Segregation and the Making of the Underclass, pp. 1-10 B. Reskin: Race Discrimination System 2012, pp. 1-19 C. Campbell- D. Smith Distinguishing Between Direct and Indirect Discrimination, pp- 1-24 Recommended: M. Mercat-Bruns: From Disparate Impact to Systemic Discrimination 2 Who are the ‘Roma’? Readings: I. Szelényi – J. Ladányi: Social construction of Roma Ethnicity, pp. 1-11 S. Kapralski: Democratization in the Post-communist Europe, and A. Bernáth: Roma in Eastern Europe 2009, pp. 5-16, 62-63 Recommended: G. Kligman: The social construction of otherness, pp. 1-18 3 Social exclusion and poverty of the Roma ethnic minority Readings: A. Rochovská-J. Rusnáková: Poverty, segregation, and social exclusion of Roma communities in Slovakia, pp. 1-15 UNDP The situation of Roma in 11 member states 2012 Bernáth: Roma in Eastern Europe 2009, pp. 5-16 Recommended: Charles Murray Losing Ground American Social Policy 1984 D.S. Massey: America's Apartheid and Urban underclass 1994 4. Ethnic-based segregation and discrimination in the school system Readings: G. Kertesi – K. Kézdi: Segregation in the Primary School System in Hungary, Causes and Consequences, 2005. pp. 1-           46. Being ‘visibly different’. Experiences of second-generation migrant and Roma youths at school. EDUMIGROM 2010 final report, pp. 10-55 Recommended: Equal Access to Quality Education for Roma, OSI report, 2007 summary OSI Report 2007 Case Study Csököly G. Kertesi–G. Kézdi: Segregation of primary schools in Hungary. A descriptive study using data from the National Assessment of Basic Competences of 2006, in. The Hungarian labor market. Review and analysis (eds. Károly Fazekas, et. all)., 2010, pp. 99-119. 5 residential segregations Readings: J. Ladanyi: Changing Patterns of Social and Ethnic Residential Segregation in Budapest, 1989, pp. 555–572. T. Virág: Spatial Marginalization of Roma in Bulgaria and Hungary, 2028, pp. 1-31 Recommended: J. Ladanyi– I. Szelényi: The social construction of Roma ethnicity in Bulgaria, Romania, and Hungary, 2001 J. Szalai –   V. Zentai (eds) Roma Marginalization in Local Contexts Hungary and others 2014 T. Virág: Spatial consequences of urban policies forming a Roma ghetto, 2016. J. Szalai: Roma marginalization and exclusion in a comparative perspective, 2014, pp. 127-167 6 Discrimination at the labor market and income inequalities Readings: B. Janky – I Kemény: Roma Population of Hungary 1971–2003, (chapter V.) Employment and Income, pp. 166- 218. G. Kertesi: Roma employment at the turn of the millennium. An analysis of the nationwide representative Roma survey of 2003, in. The Hungarian labor market. Review and analysis (eds. Károly Fazekas, et. all)., 2010, pp. 135-150. E. Sik – B. Simonovits: Measuring discrimination: questionnaires and tests, in. The Hungarian labor market. Review and analysis (eds. Károly Fazekas, et. all)., 2010, pp. 120-134. Recommended: Position of marginalized Roma in the labor market of the Western Balkan UNDP 2018 7 Gender based discrimination against Roma women. Readings: A. M. J. Gómez Identity of Roma women and their exclusion, 2021, pp. 222-243 Recommended: Empowerment of Romani Women within the European Framework of National Roma Inclusion Strategies, Hungarian case study, 2013 Roma women in nine EU member states, 20198 Institutional discriminations against Roma 8 Institutional discriminations against Roma Readings: M. Székelyi – Gy.. Csepeli – A. Örkény: Attitudes and stereotypes of Hungarian Policemen toward gypsies, 2001, pp. 1-17. A. Kazarján – E. Kirs: Discrimination against Roma people in the Hungarian criminal system, pp. 2-36 Recommended: G. Hera: The relationship between the Roma and the police: a Roma perspective, 2015. pp. 393-407 K. A. Schafft – D.L. Brown: Social Capital and Grassroots Development: The Case of Roma Self-Governance in Hungary, pp. 201-219 M. Kovats: The political significance of the first national gypsy minority self-government (Országos Cigány Kisebbsegi Önkormányzat), pp. 1-25 9 The coexistence strategies of the Roma and the non-Roma population Readings: M. Székelyi – Gy.. Csepeli – A. Örkény: The coexistence strategies of the Roma and the non-Roma population in Hungary, 2001, pp. 1-29 A. Örkény: Bottom-up View of Equal Opportunities, 2008, pp. 245-262. 10 The image and the language that non-Gypsies carry about Gypsies. Readings: B. Matyas: Changes in the Image of Gypsies in Slovakia and Hungary, 2010. 298-327 J. Buda – R. Németh – B. Simonovits – G. Simonovits: The language of discrimination: assessing attention discrimination by Hungarian local governments, 2022, pp. 1-24 11 Successful inclusion and struggles for recognition. Readings: M. Székelyi – Gy. Csepeli – A. Örkény: Ambitious Education; The Role of Family, School and Friends in the Development of Successful Romany Life Courses N. Frazer – J. Szalai: Struggles for Recognition and Social Inclusion, In. Recognition struggles and social movements, 2003, pp. 21-34, 188-214

Programmes of the course