Mentoring-Projekte für Roma-Kinder in Europa [Mentor projects for Roma children in Europa]

In both international and domestic scholarly literature, numerous examples have been observed regarding writings on the education of disadvantaged groups belonging to various minorities, both in terms of their years spent in educational institutions and their studies.These writings have addressed issues such as the challenges of entering and adapting to educational institutions (Pankotai & Hegedűs, 2019), lower academic performance due to unfavourable family background and/or language differences from the language of instruction (Beck & Klieme, 2007;DESI-Konsortium, 2008;Hegedűs, 2019), and studies specifically focusing on the education of certain ethnic groups (Óhidy & Forray, 2020(Óhidy & Forray, , 2023)).Within this context, the volume edited by Andrea Óhidy, a professor at the University of Education in Freiburg, fits into this body of literature.The volume consists of three chapters, presenting a total of four German and seven English-language studies, illustrating the situation of Sinti 1 and Roma communities.It also highlights exemplary practices and mentor projects developed for them in Germany, Croatia, Romania, Moldova, Hungary, and Bulgaria.The volume is published as the 49th piece in the Roma Studies -Cigány tanulmányok -Roma Studien book series by the University of Pécs.The first chapter features three German-language studies highlighting the necessity of mentor programs in Germany.Aninna Piazolo, in her study, employs qualitative content analysis on secondary school history textbooks in Baden-Württemberg to examine the manifestation of anti-Roma sentiments and racism.She believes that these elements could potentially exacerbate social stereotypes against Sinti and Roma communities.The results indicate the