Download Report for publishing. Analysis of program`s efficiency

PROJECT PEH018 –,,STRATEGIES FOR THE FUTURE, STRATEGIES FOR YOUNG
PEOPLE”
Financing agreement no. 24H/09.06.2015
Analysis of target group needs
Table of Contents
Introduction ................................................................................................................................................... 3
Objective of the Research .............................................................................. Error! Bookmark not defined.
Method and investigative tool ........................................................................ Error! Bookmark not defined.
Research community (Target group of the project) ...................................................................................... 5
Target group needs analysis – Sociological research.................................................................................... 6
Documenary Analysis – dynamics and social consequences ....................................................................... 6
A theoretical perspective on the conflicts between social groups with direct impact on social intolerance
.................................................................................................................................................................. 8
Risk of poverty – causes and social consequences ............................................................................... 11
Analysis of obtained data – qualitative research (primary target group) ................................................ 14
Analysis of obtained data – quantitative research .................................................................................. 23
Analysis of obtained data – qualitative research (secondary target group)............................................ 55
Conclusions ................................................................................................................................................. 59
General bibliography .................................................................................................................................. 61
ANNEXES ..................................................................................................... Error! Bookmark not defined.
Law no. 448/2006 on the protection and promotion of rights of persons with disabilities .............. Error!
Bookmark not defined.
Decision no. 89/2010 of 05/02/2010 .......................................................... Error! Bookmark not defined.
2
Introduction
Social and legal strategies of a community should take very much into account and as
closely as possible to the needs of society, particularly those of vulnerable groups. In practice,
socio-legal experience of Romania shows a correlation, not always punctually related to social
needs. Social inclusion needs should be studied directly in affected communities or individually,
by considering the punctual problems and types of dysfunction posed by a particular social
reality. The issue becomes even more important as a number of issues hitting the younger
generations still cannot find solutions or are not prevented by social policies consistent or
punctually correlated with social, legal, medical needs of this generation.
The need for such a project derives precisely from the vulnerability of 16 – 29 years age
category. According to statistical data, there is a high percentage of Roma who lose their job
because of ethnicity. According to TOTEM data, 2011, 86% say they know cases of Roma who
lost their job due to ethnic reasons, 82% state that in hospitals they are hospitalized in separate
wards and 72% talk about segregation in schools.
Identifying the needs of social inclusion of young people from disadvantaged categories is
the basic prerequisite of building national strategies to reduce social disparity. The impact of such
projects should be objectively pursued by establishing a set of integrated and efficient measures
targeting the situation of children and young people at risk. Moreover, these measures should
encourage a better cooperation among state institutions to support concerted strategies for
integration, development and reduction of exclusion risks. Also, the impact of the project can be
seen in the degree of communication between state institutions and civil society in order to
develop initiatives to reduce inequalities and strengthen anti-discriminatory measures in favour of
vulnerable groups to social and economic marginalization phenomena.
3
Objective of the research
The analysis of target group needs regarding social inclusion of disadvantaged young
people in the age group 16 – 29 years
Method and investigative tool
The research conducted is a sociological and empirical one and involves direct
observation of social risk young people groups’ reality.
The quantitative approach is based on the sociological investigation method, the survey,
the research instrument being the questionnaire. We chose to use the questionnaire as motor
activities can be measured gradually in terms of impact and satisfaction with the objectives of the
project. The questionnaire is structured around dimensions on which motor programs were based
on. For each dimension was identified a set of items that measure the effectiveness of strategies
applied according to each stage. The study aims to apply at least 100 questionnaires to young
people who are part of the project target group. The structure of the questionnaire is made so as to
identify the attitudes of young people included in the project as regards social risks and
vulnerabilities, in order to identify the effects of motor activities involving those young people. In
addition, the structure of the questionnaire has included a small category of open questions in
order to allow young people to expose, in a personal manner, views on the role of institutions in
the reintegration of young people in vulnerable situations, on new activities proposed to increase
the chance of integration of young people in vulnerable situations, etc.
4
Research community (Target group of the project)
The sample consists of 245 young people who are in a category of risk, and 120 specialists
working with this category. They come from different backgrounds, different categories of
disadvantaged groups. For the implementation of strategies to prevent, reduce and stop social
disparities were elected young people, aged 16 to 29 years, as a category in training, subject to
various social risks. According to national statistics, the activity rate of the population aged 15
and over has decreased in the last 10 years with over 15%, which creates a state of vulnerability
that should be carefully monitored. Also, the employment rate for young generation aged 15 - 24
years is about 20% below the EU average. And in terms of education, AMIGO statistics show that
only 20% have a university degree, 60% have a high-school degree and a share of 20% have
accomplished the secondary education. Also in this respect, the analysis of cohort dropout rate
indicates a serious situation in terms of constant access to education.
The 120 specialists and experts (considered secondary target group) that work with young
people in situations of social exclusion come from organizations and institutions relevant to the
scope of the project, in the Bucharest-Ilfov region. The structure of the expert group includes
representatives of both local authorities (35%) and the private sector (65%). The secondary target
group consists of 120 professionals - teachers, educational staff, faculties, specialists, carers working with young people in the primary target group, that teach in the Bucharest-Ilfov region,
out of which 10 Roma. Selection methods are based on the expertise PP and P1 - UNEFS and the
Foundation for Education. Their selection was made through the schools where they work or
through other organization in the region.
Please note that the data obtained after the completion of this research are not relevant for
the entire population, but can constitute a starting point for other more extensive research, both in
terms of the population investigated and in terms of deepening this topic.
5
Target group needs analysis – Sociological research
Documentary analysis – dynamics and social consequences
Moral health of a society is related to its degree of cohesion, its forms of social
integration, education system, form of social protection, etc. and, of course, to the way in which
social actors are treated equally, thus preventing discrimination, disparity forms or actions, equal
access to development, egalitarian access to resources.
As in any community, social equilibrium is sometimes disturbed by different phenomena,
direct expression of ineffective strategies of the authorities but also of the human factor, with all
its fluctuations in attitude and social events. All these social and legal system dysfunctions can be
seen in effects such as discrimination, inequity of opportunities, social exclusion, etc.
The later someone intervenes, the more these social exclusion phenomena become more
vested in social practices and their correction, more difficult. Resources of exclusion can be found
in the imperfections of the law, in the unintended omissions or, sometimes, even intentional and
also in social practices before which authorities have no reaction. Thus, school segregation
phenomena are phenomena that make social exclusion felt from very young stages of social and
educational development. Their long-term practice only increases the social gap between majority
and vulnerable categories.
Based on these inconsistencies of the social system, our project aims an integrated
approaching of a primary target group consisting of young people, at different categories of
vulnerability, in the age group 16-29 years old, to reduce the risk of social exclusion, using two
main action levels - creating a strategy specific action, aimed at vulnerable categories addressed,
aiming at long-term social integration through sports and by approaching skilled and active
members of the communities of origin of the young people, who work directly with them for
information, awareness and to increase the professionalism using work methodologies related to
strategy. However, the project aims to address the target group both through counselling and
training activities, and through promotion and communication activities meant to ensure a
coherent and long-lasting impact in the communities of origin of young people at risk. The study
targets the disadvantaged youth category in various aspects such as education, social justice,
6
issues of discrimination, social segregation, etc. At the same time, the study analyses the
vulnerable social categories, ranging from socially emerging ordinary young people to Roma
communities and to the category of young people with disabilities. For Roma the study has also a
statistical approach in order to punctually explain forms of social inequality, explaining courses of
action but also a category of successful projects on integration of specific NGOs and of
authorities.
The study proposes a theoretical insight and secondary statistical analysis of the main
elements that denounce social discrimination and inequity phenomenon.
As regards the category of young people with various mobility or psycho-physical
problems, the study focuses on young people with Down syndrome, thought to be the most
common genetic disorder. The analysis is done from a socio-medical perspective, focusing on
relevant statistical data, also aiming to identify the forms in which the state intervenes, but also
the civil society (non-governmental organization).
Project actions strategies rely heavily on motor activities as a form of personal and group
development by stimulating competition, by projecting mentalities that would build the desire to
succeed in life, to work in order to achieve performance, etc. Also, youth counselling programs
but also a considerable number of specialists working with the 16 – 29 years category is a
significant resource of action that aims to build new frameworks for integrating, supporting and
reducing social disparities for young people. The importance of studying this age group derives
precisely from integration problems identified in these youngsters. For Romania, young people
aged 16-29 years should become a strategic class because the increasing aging population requires
the necessity to build a new generation to solve the shock of the moment in terms of population
growth, birth rate, marriage rate and other demographic items to better balance the employed and
unemployed population. At the same time, the degree of specialization of young people and also
the degree of access to the labour market is another set of reasons for which major investment in
young people is a priority for Romania.
The theoretical approach of this study aims to analyse social data on key risk areas and
social inequity. Thus, in a first approach of intergroup conflicts, the study aims to highlight the
7
psychosocial mechanisms of conflict and subsequent consequences for relations between groups
in terms of social tolerance or intolerance.
Also, although it is not itself an indicator that imposes itself marginalization and inequity,
poverty remains a priority area in terms of social support action. Poverty is often seen in relation
to the lack of education (due to diminished investment opportunities in education, due to families
who deprioritize education in favour of material resources from early age, etc.). And also towards
precarity, the quality of life is directly influenced by the resources of the family, which builds
another area of vulnerability for the category of population with insufficient income.
Another area of priority attention for the project actions is the category of persons with
disabilities. Locomotive or mental disabilities of young people require firmly the timed
intervention of social and institutional actors to support and build specific frameworks, in order to
ensure equitably the same integration opportunities as for those without disabilities.
Lastly, highlighting some elements of legislation to provide examples of good practice to
reduce social disparity is an important direction of our study.
A theoretical perspective on the conflicts between social groups with direct
impact on social intolerance
The issue of social exclusion is very important for society. Its importance derives, on the
one hand, from the generalized nature of this issue over which we should act firmly and, on the
other hand, from the wide range of sources that help maintain and sometimes extend this
phenomenon. Causes of social exclusion can be found in precarious condition that makes living
standards to be very low, access to education, social justice, health services, etc., to be limited.
Also, the very causes of exclusion subsequently become causes: lack of education leads to poor
social integration, to a lesser chance of absorption in the labour market. Low self-esteem
problems generated by this type of financial issues can create deficiencies in personal
development and social integration of young people, etc.
8
Another cause of social exclusion can be found in certain social environments who teach
reluctance towards people from different social backgrounds. Often the reluctance towards Roma
is taught in the family or in social groups where young people socialize and are being formed.
Inculcated from an early age, reluctance towards certain ethnic groups or community groups is
difficult to correct.
Also, another phenomenon that must be raised is self-exclusion. Repeated integration or
relationship failures due to the reluctance of the majority groups may create a conflict of selfperception of self that can lead to self-isolation. Repeated negative integration experiences in
groups can generate low self-esteem and the perceived self might create an inner conflict
generating feelings of dissatisfaction, insecurity and social failure.
All European Union recommendations suggest reducing social disparity and a punctual
integration of all groups at risk. Of course, a first dimension that could build the basic resource of
such a strategy is the financial one. Based on different funds allocated on chapters of intervention,
Romania should build social support policies aimed at reducing the risk of social exclusion,
discrimination and integration.
One of the main concerns of modern society in terms of social equity, the chance for
equality and equal access to public life covered the young generation, especially disadvantaged
community groups either by low chance to education or because of social discrimination, either
because of psycho-physical problems involving specific support social policies.
Therefore, this study seeks to analyse the relations between the majority and social groups,
focusing on action resources to reduce social disparities. Such a study involves the orientation on
two areas of action: the traditional one, studying issues associated to the perception of social
categorization, stereotypes and attributions and the one focusing on relationships between social
groups.
So, in a first orientation we identify a type of generalized attitude that labels, quilts images
and assigns features and a second orientation in which are developed concrete relations between
social groups or, more generally, between majority and minority groups. We are making this
statement because it must be stressed that the chances of integration and acceptance derive their
resources also from general perceptions about every community group.
9
One of the famous scientific approaches on discrimination is that of Dollard, who, in his
theory about the "scapegoat", describes that the basis of discrimination is that psychic energy
mobilized to achieve a goal is inhibited until the emergence of frustration. If this psychological
load cannot be released over the frustrating agent, then there is another shift of the symbolic
aggression toward a target which acts as a "scapegoat" (Capozza, Volpato 1997, p. 15)
This theory justifies a state of potential mutual intolerance between groups, where the
marginalization of some of them is fuelled by images, stereotypes, negative facts that can
artificially be, for the majority group or for other minority groups, an excuse for not achieving
some objectives like those associated with that social image, impediment to development, etc.
Most phenomena of discrimination, stereotypes and prejudices are due to patterns learned
in primary socialization, therefore at home and in small groups of young people interaction. Of
course, most studies seem to demonstrate with sufficient evidence the negative correlation
between the level of education and the manifestation of prejudice (Schӧnbach et. al., 1981,
Guinmond, 1982)
Prejudices are, in fact, a prime ingredient of discrimination. They establish a profile with
negative connotations about a person or social group, profile that stimulates a reserved behaviour
or even a negative one towards that person or social group to which it belongs. Located in the
cognitive and affective judgments, prejudices are real problems for individuals as they change the
way they act in discrimination phenomena.
Discrimination occurs slightly, subtly, but with severe consequences for the discriminated
group or person affected by discrimination. Young people are the most affected by this
phenomenon. Their self-confidence is negatively influenced, their tone to work for a more
efficient social integration and, of course, for their career. Discrimination occurs as a negative
force for the discriminated because it influences its actions and access to social life and for the
discriminator appears as a form of repression, also due to stress agents artificially build based on
stereotypes learned socially. Thus, as described by Bourhis, Gagnon and Moȉse 1997, this form of
symbolic assault on 'undesirable' minorities becomes an outlet for repressed frustration.
In conclusion, the issue of social intolerance, of exclusion phenomena and of all forms of
disparity derives from a number of resources that are known to the authorities and for who are
10
developed programs and associated actions. Unfortunately, although consistent funds are
allocated, although there are national and international programs to reduce these problems,
however, the phenomena still exist. We can sense a lack of effectiveness of some of these
strategies or a lack of punctuality and motivation of the authorities in developing these sets of
actions to limit and ultimately to stop the phenomena of intolerance, discrimination, labelling and
social exclusion.
Risk of poverty – causes and social consequences
Since 2000, the incidence of poverty began to rise. Thus, in 2000, the incidence of relative
poverty of Romania was 17.1%. The problem with this threshold has not been the very index of
poverty, but the slight growth rate at a time of widespread economic instability. Before the
economic crisis that began in 2008, Romania registered an index of relative poverty incidence of
18.5% which means that almost 19 people out of 100 had incomes below the threshold set at 60%
of the median income in 2007. Unfortunately, 2014 brought another relative poverty line, the
index rising to the value of 25.4%, due to the direct influence of the global economic crisis.
The extent of poverty, which only helps to quantify the poverty of the poor, can be
measured using the relative average gap of the poverty risk. In 2013, the median income of people
at risk of poverty in the EU-28 was in average with 23.8% below the poverty line; this threshold
is set at 60% of median income per adult-equivalent of all people nationwide. Among the member
states of the EU, the relative average gap of the poverty risk was mostly pronounced in Greece
and Romania (32.7% and respectively 32.6%), Bulgaria and Spain (both 30.9%), Croatia (28.1%)
and Italy (28%), followed by Latvia (27.5%) and Portugal (27.4%). The gap was even greater in
the Former Yugoslav Republic of Macedonia (39%) and Serbia (36.6%). The lowest risk of
poverty gap between EU Member States was observed in Finland (15%), followed by the
Netherlands (16.5%), France and the Czech Republic (both 16.6%). (Source Eurostat).
Focusing again on the attention moment (2007) in terms of increasing the relative poverty
index, the statistics provide important data regarding disparity by gender.
11
Thus, social indicators show a greater relative poverty rate among young people compared
to those with seniority.
14.300%
15.600%
years
over
6565ani
si and
peste
22.200%
33%
0 0-15
- 15years
ani
1616-24
- 24years
ani
14.900%
2525-49
- 49years
ani
over
5050--64
ani
64 years
Source: Marian Preda, 2009, p.29
Also, the risks of social exclusion are not necessarily for the adult generation. Many
people with problems of social exclusion have their causes in childhood. Children abandoned by
their families felt these social integration deficiencies since their early of youth. Today, Romania
has come a long way from the level of 1989 when there were only in "children's homes" over
100.000 children. In the last two decades, this number was reduced five times, thanks to the
development of alternative services to institutionalization and also due to professionalization of
social workers. (Cojocaru, 2009, p. 191)
2004 introduces new rules on child rights and security with Law no. 272/2004, including
in this category of protection not only children with certain problems, but all children.
The law requires respecting and promoting children's rights in accordance with
international law laid down in the UN Convention on the Rights of the Child, ratified by Law no.
18/1990. Also, Article 2 supports punctually one of the objectives of our project - the right to
physical development, the right to a good, moral, social integration etc. "The best interests of the
child falls within the child's right to a normal physical and moral development, to a socioaffective balance and to a family life.”
The law is integrative because it includes in its actions all categories of children, including
children with foreign citizenship on Romanian territory. It refers to strategies, both with general
12
and particular character. The law attempts to encompass all types of situations requiring specific
support actions. Thus it discusses plans individualized on social protection, plans on support
services, about the types of responsibilities for parents or carers, etc.
In conclusion, society as a whole is an environment full of challenges that increase social
vulnerability, especially for the younger population. Legislation needs to be better correlated with
actions and social conditions. Also, beyond national supporting legislation and strategies,
institutional education must be better correlated with the needs of the labour market. Equally,
material benefits provided by departments of social assistance should support young people to
integrate in society, to become autonomous, therefore, material resources provided should solve a
problem that would make them independent, not dependent to the social assistance system and
material resources offered by such services.
13
Analysis of obtained data – qualitative research (primary target group)
Regarding the direct impact of our research, it should be noted that the study conducted in
this regard aims to analyse motor programs to combat social exclusion. The effectiveness of these
programs and the potential identification of new elements for greater efficiency of these strategies
is a priority for our study. Results of the analysis will provide factual information as to
application, new resources for intervention, could highlight new means of institutional
involvement and of course, new partnerships.
Also in terms of impact, the study can form the basis of new research aimed at
disadvantaged youth. Moreover, currently there are not many studies addressing youth category
aged 16-29 years, therefore, building profiles of young people to fit a certain type of vulnerability
or social risk is an element useful for future research.
Following the result of the application of qualitative research instruments, the study
highlighted a number of issues regarding the needs and views of young people about their chance
at socio-professional development, but also on the feeling of security / insecurity they feel in the
social media they are part of.
As regards the main set of issues that make the young people feel social injustice, a
problem claimed with priority by young people, is the financial one. The majority of them
consider that the state does not provide enough support for students with financial problems. They
feel that the state does not support young people in general. They do not require generalized
intervention from the state but interventions applied individually to socio-economic contexts.
Young people should be supported fairly in relation to the nature of the economic difficulties
encountered by different categories of young people. In relation to this claim of non-involvement
of the state is placed the idea of weak chances for youth employment. There are two groups of
young people regarding the views on employment opportunities: those who prefer to inflexibly
blame the state for what they feel to be social inequity and those who understand that the strategy
in which that relate and react to life's challenges in order to achieve their own goals in life it’s up
to them.
14
The transition from parents’ support to independence marks a period of confusion for
young people. They are rather anchored in making comparisons of ideas between European forms
of support than in finding solutions to adapt to the current social context. A very small number of
young people talks about personal effort, about performance in education, about adaptability in
terms of labour market integration. Although they come from the vulnerable category of young
people with families in difficult financial situations, they take life difficulties as challenges to
which they must find solutions. Living in such economic risk situations has as sole advantage that
young people in this category seek solutions to get out of this state of social vulnerability. At the
extreme with them, another group of young people from families more polarized economically
tend to interpret the gap between the comfort of an unconditional family support and the moment
of gaining economic autonomy as personal discomfort, as a form of injustice in which the state is
not too involved. We conclude, therefore, that sometimes economic support strategy without
strategies of a certain category of families of origin may lead to a kind of comfort that demotivate
young people to work and to engage more in a good educational and professional development.
Another problem raised as social injustice is a low degree of cohesion between young
people and adults, particularly those who have the resources for employment, for better
integration. Young people see the age gap as a form of social inequity because "we are treated
with the superiority by the elders". Thus, young age, limited experience, the desire to be
employed and to have autonomy become resources to be speculated by a certain category of
employers and adults who have deciding roles.
Most young people from the qualitative analysis batch tend to justify social shortcomings
by various projections on strategies and national resources to support young people in Romania
and strategies of Western countries. Comparisons become demotivating resources as the
perception of the gap between developed countries (often subjective) and Romania appears to be
higher. These comparisons become themselves “argument-shortcomings” adapted in a form of
motivation for lack of involvement, for a low investment in education, for dysfunctional forms of
self-protection and from detachment of certain social groups (trends with direct consequences in
the direction of discrimination) and, of course, a low desire to be employed with wages below the
standard of what they want.
15
Of course, fluctuations and inconsistencies of some ideas expressed in interviews were
found in certain distortions of young people responses. Thus, placing discussions in
comparative plans has changed the social wellbeing and equitable access to personal and
professional development and fulfilment perspective. Within the same investigated dimension,
young people claimed financial problems are the general problem of Romania regarding access of
young people to life, equal opportunities, etc. Meanwhile, in terms of living conditions, young
people approaches are sometimes confused. They say that in Romania people can have a „decent
life”, although not a „very good” one. This confusion leads once again to a demotivating trend
of young people, to find arguments to justify sometimes the lack of involvement. Also, confusion
shows that this type of argument is not a self-sustainable one. In this context, project activities are
especially important as training strategy and sports activities are in essence objectives to stimulate
motivation, involvement, group cohesion, reducing discrimination etc..
Young people do not totally deny state institutions involvement, but say that their
supportive reactions are weak and sporadic. They are also complaining about the lack of
coherence between legislation and the authorities that should apply it. Young people believe that
the state meet the needs of young people only formally, and existing laws are not always applied.
Even within this dimension analysed in the research, discussions include the same
references: hiring, payment, job security, etc. This time they see payment not as a form of
financial comfort, but as a means in which young people appreciate their jobs in terms of safety
and stability. Material demotivation lead to fluctuations and instability, the trend is to increasingly
migrate from one job to another depending on wage offer.
In addition, another vulnerability area expressed in interviews was about the lack of
correlation of institutional actions: „I go to college here, but I have to find a job abroad”. If
after the revolution of 1989 a large group of young people chose to go to work abroad, today's
young generation direct their preferences to find jobs at home. They require a coherent system
where state investments in education to be correlated with the labour market demand and
specialists to be formed by the Romanian education system to become useful to the country.
Overwhelmingly, the most common form of state support is free education. For vulnerable
young people from families with economic problems, facilitating free access to education is well
16
acknowledged and appreciated by young people. An additional requirement added in this context
of institutional support was to increase the number of places funded by the state.
As regards discrimination forms targeting young people, ideas exposure was relatively
high: religion, nationality, Roma communities, etc. Although it was referred in the question
regarding forms of discrimination, religion emerged in this context, rather as a neglected
condition because not all believe in divinity. Nationality was seen as a resource of discrimination
only by reference to Western countries. They complained about how they are sometimes seen and
appreciated as Romanians, but the projection was generalized, none of the young people were
involved directly or indirectly in such a form of discrimination.
Within this analysed dimension the discussion was focused more on Roma communities.
Discussions trend regarding the forms of discrimination highlighted in a positive manner the
actions of the project. The analysis of group discussions showed that young people have an
increased tendency to discriminate Roma communities, although their arguments were rather a
stereotype than a real argument. The structure and manner in which the messages were displayed
reveal that young people have a first tendency to censor the exposure of discriminatory messages
against Roma. Most of them have discriminatory trends when are brought into discussions various
issues concerning the life and activity of Roma. Young people tried to place discriminatory
messages in a discrete form, stating each time that "not all Roma are so" although the
discriminatory orientation was obvious. Placing discrete messages show the educational
influences of the project. The moment of cognitive dissonance they experience, describes and
certifies the actions of the project as a success. Mixed group strategy built by the project led to an
increased level of merger and acceptance, and competitive spirit and the rules associated with
each type of sporting activity made to disappear any form of disparity between the target group
members. In this regard, young people tend to find counterarguments to their views on "how bad
are the Roma" have successfully validated project strategies on integration and reduction of social
disparity.
Making a gender approach, respondents reported a higher female vulnerability than
masculine in relation to discrimination. Here we can also find a noticeable gap as regards
employment opportunities, there are still traditional attitudes that rank women in domestic
environments and they are also considered more physically weak, which reduces their chances of
17
self-defence. Regarding this form of discrimination, young people did not perceive it as a whole,
their orientation being towards physical strength differences, differences which, in a violent
environment, expose a woman at greater risk.
The profile of a young man who discriminates is not fixed and cannot be
standardized. It does not belong to any specific social group, in particular. This shows that
discrimination is taught in social media of communities of origin and the range of social
stereotypes that unfairly condemns this community is a vast one: "Gypsies, Roma are
discriminated and they shouldn’t be", "... well they would have to behave themselves in order to
not be discriminated against". The trend of young people was to expose individual cases of
deviance and delinquency and then generalize to the whole Roma communities: "I see this life
everyday: on the 86 trolley, on my street where Gypsies are, who dishonour us. I would tear
down the house upon them!”
In a group interview, the presentation of discussions on these two channels –
discrimination and tolerance – led to a kind of mental contagion oriented in favour of a higher
level of acceptability.
In addition, the identified causes that lead to situations of vulnerability for young
people were the stressed they are subjected to, mixed messages exposed by the media and other
sources of electronic communications, which by their nature highlight the social and economic
gap between different social categories. Young people are primarily affected by the economic
gap displayed by those with a good financial situation. Sometimes young people make unrealistic
projections on financial comfort, on living standards. They sometimes relate more to ideals than
to real life. They want immediate gains, a well-secured financial life and often they want to skip
the evolutionary steps that lead to such states. They justify their sources of stress on the
motivations that come from fluctuations in value offered by social media, the inconsistency of
institutional actions and on specific tensions that imply assuming their maturity and independence
from their families of origin. In the course of their training and personal development, young
people encounter occasional frustrations associated with the directions of their actions. When
asked „what do you feel wrongs you in life” young people were slightly evasive and generalists,
although previously they exposed a wide range of issues such as poverty, the degree of absorption
on the labour market, young people discrimination in general, etc. The inconsistency between the
18
two types of answers can be explained by a difference in the intensity of the problem. The study
observed a form of oversizing the exposed issues and a relatively low form of intensity as
regards real experience with that type of phenomenon. This difference can also be explained by
reference to specific stresses associated with the period of training and adaptation to adult young
men, independent, adapting to social contexts and challenges offered by life.
Another situation of social vulnerability identified in the study is the issue of access to a
job. The problem sanctioned the most by respondents was that of bribery for employment.
Access to the labour market in the area of expertise is already hampered by insufficient vacancies
and high demand of jobs. This phenomenon, bribery, becomes a phenomenon that makes more
vulnerable the access of young people to jobs. From the other perspective, employment based on
those criteria is a form of vulnerability for that field and its discreditation becomes a much bigger
problem for qualitative young men who would like a job in their field of expertise.
Another position of vulnerability identified by young people is work experience
demanded. Access for young people is because it is once again hampered due to employers
demand to find work experience in young people’s CVs or experience in the required field.
Directly linked to this phenomenon, some employers take advantage of this state of vulnerability
of young people to justify low wages, below the minimum limit of financial autonomy or below
the wages in that field.
Exceptionally, only a few young people explain the strategy through which this conflict
can be resolved - volunteering. The vast majority of young people have not experienced this type
of activity. Furthermore, being exposed to such an option, many respondents feel demotivated to
get involved in volunteering because they do not get money.
Another problem exposed is competition. Students complained that admission grades to
teaching positions are very high and preparation time for the contest is too short. They consider
unfair to participate in the competition alongside candidates who graduated in previous years
because the preparation time for the exam differ consistently. They believe that school education
is qualitative, that they receive sufficient information and graduates coming out of college are
well trained. Meanwhile, young people complain that some subjects are unnecessary for their
19
professional training and this informational surplus occupies much of the time that would be
needed to a punctual development in their areas of expertise.
In this analysed dimension young people also highlighted another type of vulnerability,
quite evident in society, which is education at home. In this context, the quality of primary
socialization is an action that can greatly influence the chances of development and integration of
youth in society. Limited investment of origin families in education, lack of control of young
people during their vulnerability periods caused by the peculiarities of age or various
environments they live in may have as effect, not only the risks of integration of young people but
a failure of the whole family. Low chances of adapting to a job, financial balance itself become a
cause of family failure because dependence on family resources creates tensions throughout the
entire functional system.
In addition, we must not neglect the issue of informing young people. If at the beginning
of the discussion about the vulnerabilities, the young people denounced the confused situation of
mass media messages, during the interviews they wanted to highlight the lack of information as a
means to increase social vulnerability of this category. In other words, their only source of
information is the media and the information on the Internet, however, their relative validity
character requires a genuine need for information from authorities.
Respondents' opinions on motor activities developed in the project are positive and the
effects perceived by them are encouraging. First, „argument-shortcomings” are dismantled
because the spirit of sports builds new mentalities. Young people are taught to believe in them
and the effects are seen relatively quickly. The degree of cohesion between groups increases
rapidly and predetermined rules are guaranteeing their functionality. A social comparison that
transcends the idea of motor activity could be made between social stability and institutional
coherence - ensuring a coherent framework for action, for social intervention, for supportive
legislation, of institutionally concerted action that may be a reiteration at a macro level of an
activity with clear rules, with competition systems to boost performance, not social disparity. All
this concerted action is carried out within the project through the motor activities strategy. An
advantage of these motor activities was that they built new sets of sports skills in young people in
the target group. Basically, motor activities of the project have been doubled by competence
because sports activities were developed from specializations in which students had no prior
20
training. According to the declarations of young people in the study, project actions built somatic
and general motric assessment activities. A recommendation made by young people in terms of
improving strategies for motor programs was to build contracts with different companies where
these young people could work for extra experience, could volunteer and finally, would have a
greater chance of employment. Also, the proposal was seen as an active form of generating
project ideas to the whole society by incorporating various institutions in this type of strategy.
Another positive effect highlighted by young people was the interaction between the
target groups: students from different years, young people from different social groups or mixed
groups of students and young people in high schools. One remark of the students on this kind of
cultural mix comes from the direction of the relationship with the Roma community project.
Without building a special question in this regard, young people have noted a high degree of
cohesion between them and Roma included in the project. This highlights once again the
achievement of the project’s goals in terms of reducing discrimination. In fact, the transition from
stereotypical attitudes to the practical fact highlights the project by motor activities. In front of
concrete situations, the relationship with Roma youth is estimated to be good. Thus, negative
views described above, due to a generalized social perception, are reconstructed based on direct
interactions which allowed young people to directly evaluate the Roma and their qualities.
For this reason, as a recommendation to improve motor activities strategies in order to
increase social development opportunities for young people the frequency of such actions was
specified with priority. Young people are aware that such programs should be part of social
normality because it is the only way through which they can reduce discrimination and social
disparity trends. Young people requested that such activities be permanent and interactions
between different social groups to be part of this strategy. Similarly, young people indicated they
would like more practice in specialty areas and less arid theory in teaching strategies, direct
expression of positive influences of the project on themselves and on their action character. They
want longitudinal actions designed to transform in time in generalized social practices. Their
proposals are to continue the activities, to frame them in a national strategy that leads to
competitions, active forms of social interaction, cultural exchanges, all designed to support young
people in their process of integration. They also propose a form of material stimulus, not in the
form of money, but in a symbolic way, to give young people sports equipment, balls, t-shirts, etc.
21
As regards social injustice, most young people have complained about material
vulnerability: "I have to work 30 years to pay for a house!"; "Many duties, many taxes". These
exposures show, once again, the vulnerability of young people who are employed with low
wages, in a country where the level of taxes is not directly correlated with income. They also
complain about the level of social benefits provided by the state, such as single parent families’
allowance, allowance for children aged up to 18, etc. Young people see this type of social
protection rather as a symbolic form of support or a simulation to support young people.
For this reason, as a set of recommendations for authorities to reduce social
vulnerabilities, young people ask decisional factors for a greater coherence in social actions and
in legislation. They ask imperatively that all types of crimes developed through state institutions
should be stopped. An indication in this regard is precisely to stop the corruption phenomenon in
state institutions, particularly the eradication of bribery. They want secure jobs with wages
adjusted to socio-economic context so that the ratio between income and purchasing power not to
be so much delayed. They feel the need to make this type of statements given that their incomes
are generally low and purchasing power is much more affected. Although they are young, they are
undergoing professional training, they understand the strategic thinking of material motivations to
increase the quality of work performed, especially in the key institutions of a society: education,
justice and health. "Wages should be higher for… teachers, educators because we basically teach
the generations to come."
Furthermore, young people complain about the lack of firmness and quality of police
actions due to the type of attitude towards society. They recommend more firmness in decisions
and actions, increased transparency and at the same time, better public information regarding
vulnerabilities, law limits, the border between deviant and delinquent, etc. The same applies to the
health system, especially in cases of rapid intervention of ambulances. They demand a greater
responsiveness of the institution, better qualified staff and an increased quality of healthcare.
As regards project actions, the most useful activity to increase the degree of integration
and protection of young people was considered the sports action. They consider training courses
also useful, but discussions with experts, however, immediate effect actions in which they are
directly involved were sports actions. They were able to receive quick feedback on the degree of
participation, on the interaction between the primary target group members, which is why they
22
considered motor activities the essence of the entire project. Young people tend to evaluate their
actions through rapid feedback in relation to their own needs and motor activities offered them the
optimum support for these needs.
From the perspective of their needs, when were brought into discussion the needs of
young people with priority before the authorities, the first identified need was related to
training in educational institutions. Material support in promoting free education should be
complemented by a greater number of places in student dormitories. Young people complain
about the high cost of rent and maintenance because the financial resources received from their
parents are low. They are obliged to work on any salary, in any timeline, often exceeding the
standard work schedule to be able to support them. They claim that they are caught in a
permanent compromise because they are forced to spend more time to temporary jobs than to
study.
To increase education opportunities for young people, recommendations to authorities
have identified one additional idea - places for Roma in college. One interviewee wanted this
project to be continued at other levels of education. He wants special places for Roma in master's
programs also, not only for undergraduate studies. This orientation weakens a little the strategy to
support Roma population because this form of "positive discrimination" is meant to provide extra
support to children from Roma families, to increase their chances of social integration. This
strategy aimed at building examples and leaders within the communities who could raise the
entire community in terms of education. Or, like in any case of defectively applied action in social
assistance, support has tended to lead to an addiction to the system, not to a direct autonomy of
the assisted person. The strategy of positive discrimination aims to train young people during
undergraduate studies, trying to prevent a state social risk that could block access to education. In
college, these young people must win their autonomy so that competitions for the following levels
of education no longer remain vulnerable. However, the requirement for special places and other
levels of study can show a low degree of efficiency of the positive discrimination strategy.
Analysis of obtained data – quantitative research
23
After the performance of the quantitative analysis, data obtained highlight a number of
frequencies showing the needs, opinions and fluctuations in values of young people in the process
of social and professional training.
The involvement degree of community members in solving community problems is
influenced by the conceptions of the cultural environment of individuals. In a society motivated to
participate in various social, cultural projects, we would expect that young people who are formed
in such an environment to get the same values that should stimulate their actions and civic spirit.
From another perspective, unresolved problems, lack of social involvement, community
members’ indifference are factors influencing the acting tone and character of each individual.
From this reasoning, our study measures social views on young people involvement in various
activities aimed at mitigating risks and social inequalities. It also measures their views on
discrimination and its causal issues, measures social attitudes towards various community groups,
views on the involvement of state institutions, etc.
As regards people's attitude to vulnerability or social vulnerability situations,
respondents of the primary target group highlighted a first issue - the low level of interest in this
type of problems. Cumulatively 48% of respondents believe that society is disinterested in social
problems that create vulnerability or social risk. A share of 35% considers that community
members are not even empathetic regarding the status of social vulnerability experienced by their
peers. In addition, the target group social opinion about vulnerability shows that 13% of
respondents show lack of interest and do not think they should somehow intervene in the general
benefit of the community.
Another type of social group identified in the study is of those emotionally involved
when encountering various problems of society to which they belong, they are part of the
empathetic group who understand the sense of vulnerability, but remain inactive when it comes to
participate through direct or indirect actions in reducing social risks or social disparity. Their
share is 31%. Adding the 3 categories of groups, we conclude that the general opinion of
respondents highlighted a total percentage of 79% of those who do not participate effectively in
solving community problems. This opinion may greatly influence citizenship to young people
who can feel discouraged to take part in various actions, given that such a large proportion of the
community is considered to be inactive and indifferent to the problems that makes vulnerable
their community.
24
Only 17% of respondents believe that society is involved and actively participates in
solving social problems.
Cum apreciaţi
atitudinea
oamenilor
de vulnerabilitate
How do you
appreciate
people'sfaţă
attitude
towards
sau
situaţie
de
nesiguranţă
socială?
vulnerability or insecure social situations?
4%
Nu
stiu/Nu
raspund
Don’t
know/don’t
answer
17%
not emphatic
rarely react to
NuAre
sunt
empaticiand
si reactioneaza
rarmomentum
la impulsul de moment
35%
Nu
sunt
interesatiand
si don’t
nu react
Are
not interested
reactioneaza
Participateafectiv
affectively
Participa
darbut
nudo not react
concretely
reactioneaza
concret
31%
13%
sociallysocial
involved
in reducing
SeAre
implica
pentru
reducerea
vulnerability or risks
young people
vulnerabilitatii
saufor
riscurilor
la
tineri
Gender analysis on respondents' opinions about people's attitude to social vulnerability
shows that gender variations are not statistically significant, mostly. However, small differences
can be observed in terms of opinions about the emotional involvement of women and the acting
spirit men. Thus, if related to emotional participation, women seem slightly more involved than
men, related to actual social involvement, men would react in a share of 20%.
25
Gender analysis of attitude towards vulnerability/social insecurity
Values
NS/
NR
Are not
emphatic and
rarely react to
momentum
Are not
interested and
don’t react
Participate
affectively but
do not react
concretely
Are socially
involved in
reducing
vulnerability or
risks for young
people
Gender
Female
2%
36.7%
10.2%
36.7%
14.3%
Male
5.5%
32.7%
16.4%
35.5%
20%
Grand total
3.8%
34.6%
13.5%
30.8%
17.3
Variations in response, depending to the degree of school education and the degree of
involvement, are not influenced by level of education. Thus, 50% of college graduates declare
that people are not empathetic with young people in situations of social vulnerability. 40% of
them, however, say they are emotionally involved but do not involve factually in the support of
this category.
From the perspective of occupation, as regards involvement, the only variations occur in
the category of students and employees. In the case of students 36.2% believe that people are
affectively involved but do not react concretely. Those in the institutional environments,
therefore, having another experience of groups, rules and, of course, of the level of involvement,
employees declared in a share of 66.7% that people are effectively involved in reducing risks or
vulnerabilities to young people. Therefore, deprived of material resources or a minimal financial
autonomy, young people who do not work focuses their support rather emphatically, while
employees show a concrete involvement in solving problems that make young people vulnerable.
From another perspective, opinions about the lack of empathy and involvement with
important significant statistic percentages come from vulnerable categories. Thus, 41.7% of
those who declared themselves in a state of insecurity indicated that people are not empathetic
and rarely react to the momentum.
26
The approached based on environments shows that the highest level of involvement in
reducing risks and social vulnerabilities is found in rural areas. Thus, if 9.1% of urban
respondents believe that society engages in preventing or solving problems that make young
people vulnerable, in rural areas, the percentage of those who believe in social commitment is
65.8%.
This statistically significant difference shows the type of mechanical solidarity where
the community reacts as a whole for the security of its members. Socialized in such
environments, young people are more willing to actively participate in solving social problems.
Both social attitude and implication in solving community problems are related to social
perception about discrimination. A defective perception of discrimination can create a sense of
demotivation, especially for young people. Objective misunderstanding of the phenomenon can
lead to the view that the phenomenon does not exist, therefore, any action in this regard would be
unnecessary.
According to our survey, 43% of respondents understand the concept of discrimination
punctuality. They understand the idea of social inequality, labelling trends and general social
reactions that deplete rights and equal opportunities in their social development. Social rejection
of a minority community or of individuals is a social issue that is still evident in our contemporary
space. Discrimination is not a phenomenon that concerns only a certain cultural community but
also individuals, regardless of their social belonging. However, a percentage of 4% of the
respondents limit to Roma discrimination. According to national data, social perceptions about
discrimination against Roma are best defined. Thus, nationally, 46% of Romanians state that they
feel uncomfortable in the presence of Roma (CNCD, 2012). However, limiting discrimination
only to Roma can build a false premise of the lack of other social categories discrimination.
A share of 34% of respondents generalizes the idea of social discrimination and believes it
is a common problem in society. Nationally, 51% of Romanians believe that discrimination is a
general problem affecting contemporary society. (CNCD, 2012)
In counterbalance, 9% of respondents included in our study consider that the issue of
social discrimination is a rare phenomenon for Romania. This opinion can become a problem
because it generates passivity because, in their view, the phenomenon does not exist. A possible
alternative explanation is that they do not understand very well the concept of discrimination, or
27
that they limit it to certain categories / rare situations, which is why they consider it to be an
exception for our country.
Fenomenul discriminarii este
Discrimination phenomenon is
4%
Este o reactie numai la
2%
comunitatea
dethe
romi
A reaction
only towards
Roma community
9%
In tara noastra, discriminarea
doar
o exceptieis
In oureste
country
discrimination
just an exception
O atitudine de retinere sau de
34%
43%
respingere
An attitude
of restraint or
rejection
O reactie fireasca la anumite
8%
categorii
A natural
reactionde
to oameni
certain
categories of people
Un fenomen des intalnit
A very common phenomenon
Un fenomen rar
A rare phenomenon
Gender analysis of views on the concept of discrimination highlights some important
information. Regarding the opinion that 4% of respondents consider discrimination as being just a
reaction to the Roma community, this is just an opinion of men in our study. So, in proportion of
100%, men are those who have limited the discrimination phenomenon as being real only
concerning Roma communities. All men consider in a rate of 66.4% that, in general, social
discrimination is a rare phenomenon. So, beyond discrimination, as a set of actions against Roma,
they consider this phenomenon as an exception.
In addition, 19,23% of high school graduates, 8.65% of college graduates and 2.88% of
secondary school graduates think that discrimination is just a reaction to the Roma community.
As regards the employment status, the survey shows no significant differences between
groups.
28
Când
văd
o persoană discriminată
credhe/she
ca este is:
:
When
I see
a discriminated
person I believe
19%
36%
4%
3%
37%
1%
person without
to social
development
OApersoana
careequal
nu achances
avut sanse
egale
in dezvoltareasociala a ei
oApersoana
prefera
singuratatea
sau care
diferita
din
anumite
deget
vedere;
person whocare
prefers
loneliness
or who is different
fromeste
certain
points of
view;
we mustpuncte
only try to
to
know them
trebuie
doar sa incercam sa le cunoastem
person withcu
problems
that he/she
cannot
solve alone
OApersoana
probleme
pe care
nu poate
sa le rezolve singura
OApersoana
person without
faraluck
noroc in viata
OApersoana
slaba
care isi his/her
meritadestiny
soarta
weak person
who deserves
Respondents' opinions on causal issues that describe discrimination phenomenon are
multiple. With the largest share (37%) young people in the study describe discrimination causes
as a disability - people with problems that they cannot solve alone. Of course, the problem of
discrimination belongs to the society and reducing, stopping and preventing social discrimination
is a joint effort of all social actors. However, suggesting the idea of personal powerlessness to
escape from discrimination shows a slightly distorted opinion on this analysed dimension.
36% of respondents believe that discriminated people did not have equal opportunities in
their social development. Whether they have been raised in disadvantaged environments or had to
go through situations or conditions that have not been beneficial, they encountered this problem
of inequality of opportunities in their social development.
A significant proportion of respondents (19%) believe that discriminated persons are
mere victims of daily life. This type of social opinion has as prime effect diminishing the interest
to fight against social discrimination. The idea of mere victims builds a false premise that
29
discrimination is not such an important phenomenon that stimulates social behaviours and actions
to combat it.
In the category of free responses, certain respondents saw the profile of the
discriminated person as being a loner who is different from others. Thus, with a small share (1%),
this type of opinion discriminates unintentionally by cracking the differences between the
majority social rule and features that diminish the chances of integration of the discriminated
person.
A first distorting resource of the answers seems to have been identified by comparative
analysis of the graphs above. As stated above, awareness of the phenomenon of discrimination is
a relative one - about 50% of respondents understand punctually what it means and what the
causes of this social problem are. Because of this, the level of involvement is reduced. However,
the above chart that measures social attitudes towards discriminated people seems to be one better
correlated with social needs. An encouraging explanation might be the effects of the project’s
„Strategies for the future, strategies for young people” actions which show that young people are
passing through a form of cognitive dissonance in their evolution, from discrimination, separation
and self-protection trends to cooperation, understanding and towards large groups of young
30
people. Joint actions of young people included in the project, regardless of their category of
vulnerability could result in a reduction of the discrimination trend.
According to data from the chart above, the largest share is of those who speak of
empathetic attitudes towards vulnerable groups. If above, in the diagrams exhibited and
interpreted we would have found a slightly negative overall perception on society in terms of the
degree of involvement to reduce social risks, in the actual situation of young people in the study
the reverse is true. Thus, 77% of young people have positive attitudes regarding the situation of
people in various states of social vulnerability. In this regard, 43% of young people said that they
would be empathetic with people in different needs, which shows sensitivity to social problems
and the method to solve them.
Furthermore, 34% of young people in the study manifest the intention to actually
participating in supporting people with problems. Unlike these, 18% of respondents prefer to
bypass the problems of others and to have no reaction. They are not critical and don’t make
problems to the category of vulnerable people, but from an action point of view, they prefer to not
get involved in their support.
In a percentage of 4%, young people in the target group said they have no emphatic
attitude towards socially vulnerable people.
Gender approach towards discriminated persons
Values
I picture myself in
that person’s shoes
I try to see
how I can
help
him/her
I cannot picture
myself in that
person’s shoes
Gender
Female
I’d rather mind
my own
business
without having
any reaction
NS/
NR
Grand
Total
59%
40.8%
2%
6.1%
2% 100%
Male
38.2%
27.3%
5.5%
29.1%
0% 100%
Grand
Total
43.3%
33.7%
3.8%
18.3%
1% 100%
Gender approach shows a high level of empathy in women. Thus, if in total, 43.3% of
the respondents declared that they picture themselves in the socially vulnerable person’s shoes,
gender weights (59% for women and 38.2% for men) show a greater willingness of women to be
31
emphatic to the problems of others. Even in the situation of actual involvement in supporting and
helping vulnerable persons, women have a share of 40.8%, compared to men who said they would
help, in a share of 27.3%.
Furthermore, the differences become more statistically significant in a total lack of
reaction, men confirming this attitude in share of 29.1%, while women recorded a score of 6.1%.
According to statistic data obtained, the highest willingness to help is of those employed
(66.7%), while the emphatic state is declared primarily by students (50%).
About the image of those in a position of vulnerability, 44% of respondents consider them
victims of the social system. Both in the qualitative research and in the frequencies obtained in
this quantitative study, young people believe that the state is not doing enough for them and for
those who are in various situations of vulnerability. In this case, the lack of legislative consistency
and applicability, the poor quality of state institutions representatives are making the population
even more vulnerable. This is the explanation for the large share of those who consider the state
as the main culprit for social vulnerability.
From another perspective, 34% of respondents feel that socially vulnerable people are
equal to them. It is important to note the tone of this frequency which shows that beyond the
32
problems of their own vulnerability, young people relate to others as ordinary people, their peers,
detached of the issues that can frame them into certain risk or social vulnerability groups.
In contrast to the category of young people considering vulnerable persons equal to them,
a smaller share of young people (9%) consider vulnerable people as being inferior, therefore, in
their view, the social gap between them and the social vulnerable persons is increased. In this
category are also contained those who see vulnerable as a burden for social protection budget.
They, in a 4% share, consider that the public budget is overburdened by the costs allocated for
social protection of people at social risk or in any form of vulnerability. For this category,
material costs for transitional support of vulnerable people matter more than social solidarity
itself.
Also with a negative connotation, another category with the same weight (4%) believes
that vulnerable people are devoid of qualities, a main cause of their own vulnerabilities. Although
in itself, the idea can become sustainable given that lack of commitment, lack of training, lack of
motivation, convenience etc. create the state of vulnerability over time, however, generalizing this
idea is a mistake because the vulnerability is not always the consequence of their own decisions.
33
Young people in the study, in a share of 38%, believe that the state respects the rights of
young people but there are ways in which the authorities do not respond promptly to their needs.
Among the identified needs of youth as being poorly met by authorities is included access to the
labour market, wage speculation of companies that emphasizes on material needs of young
people, etc. Also, the social gap between young people and adults is sometimes too high, which is
why certain situations are unfair for young people.
Another option of young people, with a share of 30% of all responses is of those who
believe the state offers young people symbolic support rather than a real one. They believe that
the laws target youth issues only punctually, that some of them are inapplicable or are formalized,
which are why that they do not always feel the support of state authorities.
Another point of view refers to the ability to get to information in order to benefit from the
rights. With a share of 23%, young people believe that the state grants them sufficient rights, but
the lack of information makes them unable to benefit from all legal and social resources that the
state makes available to young people in order to support, integrate and protect them socially. All
people who have opted for this item are employed. Therefore, the institutional environment offers
a better routine with laws, personal rights, which is why they can see more easily the institutional
resources that guarantee their rights and social support.
There is also a small category of those who trust the social system. They (6% of all
respondents) believe that the state is fully respecting the rights of young people. All these 6% of
respondents are men. Women have more restrained attitudes regarding trust in state institutions.
44.9% of the women surveyed believe that the state respects the rights of young people, but not
entirely. Also, unlike men (21.8%) women consider in a share of 24.5% that youth rights are
respected, but the biggest problem is the information, which is why some young people do not
take advantage of all the rights offered by the state. From the perspective that the state does not
factually support rights of young people, the largest share of responses are from men (32.7% of
the total male responses as opposed to 26.5% of female responses). So, the difference between the
two categories is based on how they see the resources offered by the state to young people, men
showing a rather less confident angle than women.
34
What strategy should the state apply to decrease the vulnerability of young
people in society?
As noted above, young people feel the need for better forms of support and at the same
time, for better information on resources for the support from the authorities. It is encouraging
that young people see investment in education as a first strategy to decrease social vulnerability.
With a share of 25% of the responses to this question, education ranks first in young people’s
mind, as a form of prevention against social vulnerability.
Another idea with a high percentage, which also shows positive influences of project
activities, is the priority optics towards sports to increase the level of cohesion between different
categories of social groups. Sports also stimulate natural behaviours that are important for health,
35
good tonus and a competitive spirit. The share of those who consider it the duty of the state to
build specific frameworks that stimulate young people to develop sporting activities is 15%.
Also in this question has been identified a general need of young people - creating jobs
(16% of total answers) which shows that young people are oriented towards education and future
careers. However, these guidelines may lead to a future with more and lower chances of getting
vulnerability, to an increased social cohesion and interaction between different social groups, etc.
With a pessimistic touch, a share of 11% of young people believes that the state should
better respect the law. Distrust in law enforcement by state authorities is itself a state of
vulnerability, which is why young people complain about this among the main issues to which the
state must respond.
Also in this area of mistrust in the functional capacity of state institutions to be punctual
in their actions, 10% of respondents believe that the state should develop concrete actions to
support, not just for facade. They want some direct action, with visible effects to act as a set of
effective strategies to reduce social risks for the category of young people.
Another recommendation was to give money to everyone in need (8%), however,
because the option is slightly subjective as the cancellation of the vulnerability state of individuals
is related to material independence of individuals, not to the dependence on the financial
resources of the state.
According to the opinions of respondents (6%), the state is responsible for building
frameworks for social dialogue, to foster interaction between groups, etc. This recommendation
could be a resource through which young people could be better made aware of the differences
between groups, of the cultural particularities of each other and all these experiences to raise the
level of acceptance and social tolerance.
The lowest shares talk about the need for the state to watch over social justice, over the
equality of man (5%) and the need to build other legal frameworks aiming more punctually the
needs of people who go through different vulnerability states.
How should society react to decrease the vulnerability state of young
people in society?
36
On social reactions expected to reduce the vulnerability of the young people, the action
with the largest share in this open question was that the entire society should encourage youth
participation in education. 28% of young people believe that instruction is not just a problem of
socializing institutions (school and family) but of the entire society.
Another function of society is to help integration. 18% of respondents are aware of the
society influence in transmitting values, of the culture where they belong, therefore, they give it
the specific function of social integration of young people.
Society is seen as a true social court, which is why 10% of respondents believe that it is
its duty to be more involved in young people’s problems.
37
In their responses, individuals included in the study are calling their own community,
the young people. In a share of 8%, they consider it necessary that young people should motivate
themselves for their own good, which is why they propose a higher level of social involvement.
With the same share (8%), young people believe that society should not be careless. It must react
promptly to social problems and become a good initiator of projects in order to better protect its
members.
Furthermore, is not forgotten the problem of personal freedoms. 7% of young people
believe that society needs to build a more secure framework where individual freedoms can be
expressed. A special note on this issue can be that 68.9% of those who described in different ways
the problem of individual freedom have rural origins, which could bring more light in the
interpretation of this social need. Some rural societies still wear the mandatory nature of the
mechanical type of solidarity in which the individual has no personality of its own, but a
collective one. Individuals react according to predetermined patterns of the community, which
considerably limits the autonomy of their members. Of course, the level of censorship in
contemporary space is lower now, but, the large share of those in rural areas who responded to
this question leads us to also express this assumption as explanatory version of the phenomenon.
In 5% of cases identified, young people believe that society's role is to not allow
judgments, labelling and discrimination phenomena.
Through its values, through its imperative force, society is seen as the most secure
environment in which young people to be promoted, encouraged, better integrated in different
social, cultural and, of course, professional environments. With a share of 4%, it is seen as the one
that can ensure the social good, because it can better promote moral values by relative censorship
that social evil is punished by the community, etc.
38
Young people in the study consider that most young people in a situation of social
exclusion are victims of society. In their development, they did not have enough social support,
they went through different states of vulnerability and due to the lack of social and institutional
support became the victims of social exclusion. A share of 38% believes social exclusion to be,
not a personal guilt of young people, but the effect of social indifference. The factors that may
contribute to such a state can be multiple (family factors, social integration issues, disadvantaged
development environments, the carelessness of support institutions, etc.).
In contrast to the above opinion, a category of 17% of respondents considers the state of
social exclusion to be the victim of the very attitudes of young people in this situation. They
believe that there cannot be external factors that would make vulnerable an individual so much,
which is why they allocate the entire amount of contributing factors to individuals that find
themselves into the state of social exclusion.
With a greater degree of objectivity, 13% of young people surveyed believe that people
in a state of social exclusion are equal to them. They manage to distinguish between the human
quality of individuals and the state of vulnerability they are going through. They manage to relate
to the person and not the unfavourable social context.
39
With a share of 11%, young people believe that exclusion is directly correlated with the
level of education and quality of education. They believe that this state is a consequence of the
fact that young people themselves have not invested in education, which is why, the state they are
going through is even more difficult to overcome.
With the same percentage value, another opinion is of those who consider the state of
vulnerability a consequence of the social protection system and other authorities’ carelessness that
would aim at social protection of individuals. Social exclusion is a phenomenon that must be also
managed by the authorities to prevent the phenomena of social disparity.
For 10% of the young people interviewed, the state of social exclusion is the effect of
individuals’ poverty. They believe that lack of resources is a major cause for vulnerability of
young people that they reach the state of social exclusion. The opinion seems rather the result of a
labelling social faulty trend, based on material weaknesses, that shows how some young people
see those with financial disabilities.
How do you see the following social categories?
Social
Categories
Orientation
of opinions
a. A very
good opinion
b. A good
opinion
c. The
category it’s
all one to me
d. I have a
reservation
towards this
category
e. I have a
negative
opinion
1. Roma community
14%
19%
37%
20%
10%
2.Young people who
have no education
3. People with
physical problems
4.People with mental
health problems
5%
16%
55%
12%
11%
17%
38%
35%
8%
2%
8%
27%
37%
26%
2%
11%
31%
42%
11%
5%
11%
24%
36%
15%
14%
5.Young people at
risk of poverty
6.Young people who
cannot find a job
Statistical assessing the chart above, we see that the highest frequency of very good
opinions is held by the category of young people with physical problems. 17% of young people
interviewed appreciate integration efforts of this category of vulnerable young people, for which a
40
total of 55% of associated values are good and very good. However, a statistically significant
percentage (35%) shows the indifference of a certain category of young people towards people
with physical problems. After performing a comparative analysis with other social categories
analysed, we note that the degree of indifference towards young people with physical disabilities
is lower than that of other categories.
Another slightly counterintuitive opinion, given that the frequencies of other charts were
slightly enhanced towards Roma community discrimination, is placing the Roma community on a
second place in the category of most popular communities. With a cumulative percentage of 33%,
young people appreciate Roma community with good and very good grades, which indicates an
openness trend to a greater acceptance of this community.
Among very good opinions, young people who cannot find a job and those at risk of
poverty have the same statistic value - 11%. However, a significant difference between the two
categories shows a greater acceptability for the category of young people at risk of poverty, than
for those who cannot find a job. The cumulated percentages of the two values (very good and
good) indicate a better score for young people in a situation of risk than for the other category
(42% for young people at risk of poverty and 35% for young people who cannot find a job).
The lowest scores were recorded for people with mental health issues and young people
who have no education. It is interesting to note that young people who have no education are seen
by respondents with the highest level of indifference - 55%. Also opinions that place them in the
category of very good opinions have the lowest statistical level - 5%, which shows that for young
people school has a great importance.
41
Who do you think is responsible for helping integrate young people at risk?
LEVEL OF IMPORTANCE
Institutions and social
The most
important
Important
enough
Important
Rather
unimportant
Unimportant
44%
18%
14%
10%
3%
11%
21%
22%
29%
10%
14%
4%
C. Psychologists and advisers
7%
12%
14%
30%
23%
14%
D. Society as a whole
18%
21%
19%
20%
13%
9%
E. Rich People
9%
8%
8%
8%
13%
54%
F. Each individual, depending
16%
16%
12%
13%
26%
17%
actors
A. The state through all its
Totally
unimportant
institutions
B. Only
school,
through
a
higher education
on how much it can help
In young people’s opinion, the state has the highest debt in integrating young people at
risk. The values recorded in the study allocate to the state a percentage of 44% as being the most
important thing it can do to integrate this vulnerable category. Cumulative percentages show a
clear weight of the role that young people associate to state institutions for social integration of
young people in various risk situations. Thus, with a total percentage of 76% (most important very important - important), young people believe that the state has the resources to recover this
category of young people in a state of vulnerability.
It is also encouraging that young people in the target group often appeal to education,
understanding its importance and its long term effects. Therefore, as the second most important
reintegration institution (21% as the most important institution that can integrate young people in
a situation of risk and 72% cumulative percentage), the school is considered a primary resource of
integrating young people in a situation of risk.
And because of social vulnerability and risks are seen primarily in society, young people
believe that one of the key players in this process of social reintegration is precisely society.
Statistically, young people, in a proportion of 18% (58% cumulative percentage) consider that
society is the most important institution that can help young people reintegrate.
Another approach with a statistical consistency of 16% is that of those who believe that
social integration of young people should be judged individually, each individual owes social
42
support for young people in a situation of risk. They rely on a form of social activism through
which society members with resources to support young people, each in its own position and with
its own resources. With a smaller statistical value (9%), some of the young people surveyed
believe that the most important role in the social reintegration of young people in a situation of
risk is that of rich people. Their role is considered to be more important than that of advisers and
psychologists (7% for the highest value). However, if we analyse the cumulative percentages,
statistical order is reversed.
What do you think about Roma community?
37%
21%
19%
14%
9%
parere
AOvery
good
opinion
foarte
buna
OAparere
good
opinion
buna
Mi-e
This
category it’s
indiferenta
all one to
categoria
me
IAm
haveoa
reservation
retinere
towards
fata
de
this
aceasta
category
Am
oa
I have
negative
parere
opinion
negativa
categorie
When Roma issue is brought into discussion, the discrimination trend it is quite obvious.
If we aggregate percentages describing negative or through indifference Roma community,
negative impression share would be 67%. If in the qualitative research conducted during this
project, the discrimination trend was relatively small, in the quantity approach of the study,
frequencies show the contrary. The difference between the two types of situations is made by the
direct experience with members of Roma communities. As regards the quantitative approach, the
trend was to answer by reference to Roma in general, therefore, in general, outside the situations
that described direct positive experience with Roma.
43
The answer with the highest share (37% total) described the community as being
indifferent. It is understood as a form of isolation from the community, isolation manifested
through indifference to community needs, indifference to their vulnerability, etc.
Also in the negative direction, the next step is that of a reservation against the Roma
community. With a share of 21%, young people are reserved in interacting with members of this
community for reasons of reticence.
A share of 9% of young people expressed their categorical negative opinion of this
community, which indicates a category less flexible in communication, interaction and tolerance
towards Roma.
Positive opinions about the Roma signify 33% of all responses. 14% declare they have a
very good opinion of Roma and 19% say they have a good opinion. Compared to the other
percentage within the same question, the chance of an increase in the level of tolerance of the
majority group and the Roma minority is encouraging. First, the 21% expressing their reservation
might be the social group willing to adapt if society or the authorities will foster a better
interaction between the two groups. Those who show indifference are a category without a
concrete argument to maintain social distance between the Roma and majority category, therefore
they can be adapted to reduce the social distance towards this ethnic group.
44
The largest share of this study on the image of Roma is encouraging. 37% of respondents
believe that Roma are just like everyone else. Opinions statistically described in this chart show a
relatively similar share to those described in the above chart, where 33% of respondents positively
described the Roma community.
A particular attention of respondents target the insecurity zone they believe Roma are
building in areas where they are a majority population. Thus, 25% of respondents believe that
Roma are building unsafe environments which may challenge them and other members of the
community. This perception of social insecurity has as primary effect the preservation of a
general social reticence towards the Roma community.
Also in the field is the option of those who consider Roma community as being
responsible for the damage of Romania's image abroad. 13% of respondents believe that Roma
are embarrassing Romania abroad.
Another opinion identified in the study (representing 7%) is that Roma are discriminated
unfairly. They consider unfair the negative opinion about Roma and the foundation of
45
discrimination are negative labels of society. Furthermore, in the positive opinions describing the
Roma community is the internal cohesion of its members. Thus, 6% of respondents see the
solidarity level among Roma ethnic members.
With smaller shares, the study identified in a share of 5%, the view according to which
Roma break the law, 4% the intransigent opinion according to which Roma deserve to be
discriminated against, etc.
As the last two diagrams show, trends of Roma discrimination do not have concrete
arguments behind, being an effect of social contagion.
How do
you see young
people with physical
Cum
apreciati
dumeavoastra
tinerii
problems? fizice?
care cu probleme
2%
8%
O parere
foarte
buna
A very good
opinion
17%
o parere
buna
A good
opinion
Thisindiferenta
category it’s all
one to
Mi-e
categoria
35%
me
38%
a reservation
Am Iohave
retinere
fata de
towards this category
aceasta categorie
Am
o parere
negativa
I have
a negative
opinion
For 55% of respondents, physical problems of young people do not affect their opinion
towards them. A share of 17% considers that they have a high opinion of young people with
physical problems and 38% of them think they have a good opinion. One of the resources behind
this positive image is represented by project activities concerning motor activities. Participation in
sports activities with of young people with physical problems (each depending on the type of
physical disability) stimulated in a positive manner the image of these young people in the eyes of
the majority.
However, neither project activities nor social views could completely stop the indifference
of some and negative opinions of others regarding this category of vulnerable people. A share of
35% of respondents treated with indifference this social category.
Another category of young people is of those who have certain reservations towards
young people with physical problems, totalling 8% of all answers to this question.
46
Only 2% of respondents say they have a negative opinion of this group of young people in
a vulnerable situation.
How would
describe
young
with physical
Cum you
aţi descrie
tinerii
carepeople
au probleme
fizice ?problems?
Sunt
Are social
categorii
categories
sociale
thatcare
need au
the
joint
support
of
the
state
and
of
nevoie de sustinerea comuna a
the community
statului
si a comunitatii
30%
4%
Sunt
categorii
sociale
Are social
categories
thatcare
benefit
beneficiaza
de
legi
resurse
from enough laws andsimaterial
resources suficiente
materiale
32%
Sunt
categorii
sociale
Are social
categories
thatcare
evokeimi
in
me a sense
compassion de
starnesc
unofsentiment
compasiune
28%
6%
Sunt
oameni
cuwhom
care Inu
vrea sa
Are people
with
don’t
want social
relations
intretin
relatii
sociale
Sunt
categorii
sociale
care
Are social
categories
that pe
I feel
the need
to help
simt
nevoia
sa le ajut
The description of vulnerable young people with physical problems, shows more than the
chart above their image among young people in the primary target group of our project. In this
case, the picture of intolerance is smaller as it exposes the punctual perception of young people
towards the vulnerable category of those who have physical problems.
With the largest share (32%) young people understand the need for general support that
brings together state institutions and civil society, however, only 30% of respondents said they
feel the need to help them through various social actions.
28% of respondents expressed only feelings of compassion, without choosing direct
involvement.
Another category often found in this study is of those who relate to the budget when
assessing a social problem. Thus, 6% of them appreciate financial and legislative self-sufficiency
as sufficient resources to meet their needs for social and institutional support.
We the lowest share we encounter the category of intolerants who consider, in a share of
4%, that they will have no relationship with this vulnerable group.
47
aţiyou
descrie
tinerii
care au
probleme
psihice issues?
?
HowCum
would
describe
young
people
with mental
24%
36%
6%
30%
4%
Are social
categories
that care
need au
Sunt
categorii
sociale
the jointde
support
of the state
nevoie
sustinerea
comuna
and of the community
a statului si a societatii
Sunt
categorii
sociale
Are social
categories
that care
benefit from de
enough
and
beneficiaza
legilaws
si resurse
material resources
materiale suficiente
Are social
categories
that care
evoke
Sunt
categorii
sociale
in me a sense of compassion
imi starnesc un sentiment de
compasiune
Sunt
categorii
cu care
Are people
with sociale
whom I don’t
social
nuwant
vreau
sarelations
intretin relatii
sociale
Are social
categories
thatsimt
I feel
Sunt
oameni
pe care
the need to help
nevoia sa ii ajut
If as regards people with physical problems, the percentage of those who considered that
they need joint support from the state and from society in a share of 32%, as regards people with
psychiatric problems, the percentage of those who believe that both the State and society must
help is 36%. Young people infer the sensitive nature of the type of dysfunction that make up the
type of problems arising from mental deficiencies, which is why they deemed necessary a better
social and institutional motivation in supporting this vulnerable category.
30% of young people included in the research find that the situation of those with mental
problems arouses a sense of compassion. They are not a category who acts, they only show their
supportive feelings but are not actually participating in activities to support them in order to
reduce the social vulnerability.
24% of respondents feel the need to help this category of people with mental deficiencies.
This category of young people feels the need to engage concretely in supporting this social
category. Compared to the category of young people with physical problems, the tangible degree
of involvement in the case of those with mental health problems is lower by 6 percentage points.
This also shows the sensitivity of the issue, which diminishes the availability of direct
involvement in supporting this category of persons with mental disabilities.
With the lowest rate (4%) are those who believe the state allocates enough budget for
these people and the law offers enough legal protection and support.
48
Do you believe that having the same level of education, the following categories have
the same change at employment?
Social categories
a. Harder
b. As
easy/hard
c. Easier
d.
Don’t know/
Don’t respond
A. Poor young people
20%
59%
13%
8%
B. Roma
46%
42%
8%
4%
C. Women
8%
51%
37%
4%
D. Men
8%
50%
37%
5%
E. Young people with
physical problems
F. Young people with
mental problems
65%
19%
10%
6%
71%
14%
7%
8%
As shows the chart above, among the lowest employment opportunities are young people
with mental health problems, then those with physical problems and on the third place are Roma.
After these three categories, shares decrease statistically significant at least 50% for each
category.
The opinion of young people in the study ranks young people with mental issues first
among the lowest employment opportunities. They believe in a proportion of 71% that
employability is greatly diminished. At the other extreme, they consider at a rate of only 7% that
their chances of employment are increased, counting precisely on the mental vulnerability as a
resource for employers’ tolerance.
For young people with physical issues chances of employability increase. According to
statistics from the table, in a proportion of 65% this category of young people in vulnerable
situations would have weaker chances of employment.
Statistical evidence shows that as regards the situation of Roma, young people chance to
employment is diminished. 46% young people believe that their chance of employment is more
difficult. Making a comparative analysis, the easy chance of getting employment for Roma is
about the same with the statistical threshold for young people with mental health problems - 8%,
which shows a slightly discriminating view against Roma.
49
Also, poor young people are also seen as having a slight difficulty in employment (20%),
but have a share of about 60% which shows that, in views of respondents, poverty does not
influence employment very much.
Gender approach has relatively the same distribution, which shows that both men and
women have equal opportunities in front of employers.
Popular activities recommended by young people to support young people who go through
vulnerabilities, young people in the study considered necessary to increase the level of social
integration. In a share of 31% they considered that activities that stimulate sociability would be
best suited to overcome the difficult situations experienced by young people. A better social
integration can become a resource not only because a young man is not isolated or trapped in its
own problems, but also from the perspective of a support network which can be useful in a faster
recovery of young people in a vulnerable situation.
In addition, the direct expression of the motor activities of the project, the next
recommended action by young people to overcome difficult situations in life is playing sports
(23% of total). Young people believe that maintaining a physically and mentally balance is also
related to the development of relief physical activities, but also for the physical benefits involved
in playing sports.
Furthermore, counselling services are not neglected in the set of actions that can help
young people to overcome a certain state of vulnerability (16%). Specialized services can provide
resources exact actions to overcome some difficult conditions experienced by young people.
Specialists can provide counselling services but can also provide guidance for young people and
other forms of social protection and services to assist them to overcome quickly the state of
vulnerability they are going through.
In 11% of cases, young people have recommended activities that stimulate motivation. A
motivated young man is a young man who does not give up the set of challenges that it can lead it
to overcome social risk.
Also regarding overcoming the difficult situation, 10% of young people recommended
relaxation and amusement activities. With an uninhibited purpose, fun activities were understood
as ways in which vulnerable young people can rebuild their life tone, level of motivation and can
rebalance psychologically.
50
Social benefits are not forgotten either (6%). In the form of financial benefits directed by
social assistance departments or as an aid of any kind from the support community members, the
action can be considered an effective on to overcome certain delicate moments in the life.
And although it has a share of only 3%, the advice of having better relations with the
authorities can be considered an important resource to overcome the state of vulnerability because
authorities have a wide range of financial, psychological and legislative resources.
Who would you contact first if your rights were censored, restricted or
neglected?
51
Ranked first in young people’s steps to have their rights respected is the police. With a
share of 31%, young people see law enforcement as the first institution of trust that can guarantee
respect of their personal rights.
It is upsetting that in a relatively similar share to that given to the police, 28% of young
people do not know who to rely on. For this category, disorientation and social vulnerability is
twofold. First, disorientation may come from the violation of a right which leads to vulnerability
or social risk. Secondly, because it is confronted with the problem it feels deprived of resources
for action to overcome the state of vulnerability. Therefore the incoherence of the moment
generated by the emergence of problems with personal rights is added the inaction created by the
confusion of not knowing the course of action to overcome the situation.
With a share of 13%, young people considered strategic to go to the local authorities. They
have all legislative resources to support young people, especially where their rights are violated.
In equal proportions, (9%) young people speak about two other resources: the network of
friends and international organizations. The network of friends is the easiest to access, is the main
support group, even when the actual network resources do not provide the complete solution to
solving the state of vulnerability. More broadly, the network of friends involves itself a number of
direct or indirect resources through relationships that each group member has with specialists,
authorities, people with certain skills and experience, etc.
As for the idea of international organization, the problems they solve require a longer
action and problems solving duration.
It should also be noted that, as the responses of young people surveyed are distributed,
seeking help from the family is rather not said. The share of 1% of those who say they would turn
to their family is without much statistical significance. This launches the hypothesis of some
weaknesses in the family of origin in terms of solidarity.
52
In general, young people's views on the importance and role of the school are positive.
77% of young people in the study consider school as the most important medium for education,
social and professional integration, which indicates an awareness of the importance of the
institutional environment for socialization and education offered by school. However, there are
exceptions of this major category. Thus, 11% of respondents believe that school does not help
produce specialists and employment. An explanatory hypothesis could come from young people’s
premise to have secured employment in their field of specialty and also to win big money. The
negative angle about school can be explained by the momentarily failure of a certain category of
young people, not by its lack of efficiency.
Also with a negative orientation, 8% of respondents believe that school do not teaches you
much. It seems that the transition to the Bologna system that wants to make young people coparticipants in the act of learning got some confused and disoriented. The transition from classical
to modern teaching and learning, where the student participates actively in the act of teaching and
learning was a form of relaxation for a certain category of young people. The lack of teachers’
pressure to assimilate the information for active participation was misunderstood by a certain
category of young people.
53
In a relatively similar way, some young people prefer immediate effect - obtaining
resources. For this reason, training is left in the background in favour of a temporary job which
provides additional financial stability. For this reason, 3% of respondents believe it is more
important to earn money than to go to school.
In general, young people's access to school is influenced by family financial capacity to
support education costs. The highest share of young people (61%) considers access to education
as easy due to the family’s investment in education. In general, families support all costs
involving supporting children in schools and access to education is difficult only for parents.
When family effort to support children in school is too big, young people feel it because
the resources allocated to education are minimized and ordered according to basic priorities. 21%
of young people in the primary target group are in this situation.
In a similar situation is the category of those who, from other reasons encounter
difficulties in participating in institutional education (18%), but fail to do cope with all tasks.
54
Analysis of obtained data – qualitative research (secondary target group)
As regards the main problems raised by young people regarding social inequity, most
respondents state that they have not been confronted with such situations, but "can be seen on
their face that those who do not have financial possibilities are more reserved, more withdrawn".
Financial deprivation is reflected in their sports attire, which distinguishes them from others
again. Basically, they are accepted as colleagues only if they are very good at the sport they play,
if they do performance.
Social integration issues have not only young people with a precarious financial situation,
or young people with disabilities, some children / young people are excluded because their
personalities, they are shy and isolated. Most young people with disabilities often face more
problems of social integration. Young people with precarious financial situation, even if they
don’t have appropriate equipment, can compensate by obtaining performance. "In large measure
they are more talented and more involved than those with financial possibilities".
„Everybody likes the idea of social inequality based on his own experiences." The
question is whether society labels these young people, or they perceive that are labelled by
society, even if it is not true. Respondents consider that belonging to an ethnic group or a certain
social group is recognized only if they certain advantages are pursued. If we take for example
young Gypsies, "most often they avoid recognizing their ethnicity, but if they have certain
advantages, then they have no problem in recognizing it”.
Young people who come into contact with the university environment do not claim social
inequity issues. The more educated, less discriminations appear and segregation does not occur.
Students complained about problems of society in general and especially about economic ones.
After graduating they have no employment prospects. Therefore many of them migrate after
graduation. Some drop out of college, because they do not have any perspective and prefer to go
abroad to work. "At first students are more enthusiastic, but as time goes on and they begin to
seek perspective, they are disappointed because they cannot find a job." This is a problem of
society that spends some money with the education of these young people, of whom, most often,
benefit others, not the Romanian state. There are majors at universities who offer no perspective,
because they are not sought on the labour market and yet young people attend them and are
prepared for these professions. "In physical education and sport they can integrate more easily
55
than in other majors. School builds direct partnerships with specialized federations. They
permanently adapted to novelties, they are anchored in the reality of 2016.”
Trying to outline a general profile of the young man at risk, respondents stated that it is
"more withdrawn, has lower possibilities of affirmation because it not accepted by those who
have financial possibilities." Young people at risk of social exclusion are usually marginalized by
the group they belong to, they are not asked to the joint activities of the group, leisure activities.
There is a socially perceived idea that socially vulnerable young people are those whose
families are experiencing poverty or who have a disability, it is a young person insecure in one
way or another which leads to social isolation, difficulties to establish relationships with
colleagues, difficulties of being accepted. Many times a low self-image is manifested in a more
aggressive manner, in a sharp nervousness of the individual, with serious consequences at
individual and social level. These young people seek to gain attention, to be noticed. On the other
hand, school institutions don’t have the competence or links with other institutions that could
support a socially vulnerable young person.
Respondents considered that vulnerability is not specific to a particular social group or to
an ethnic group. It belongs to all. In order to get a better starting base in life, are important the
chances a young person gets up to a certain age. The more young people are confined, more
difficult for them is to focus in life. Education is the source of these restrictions, primarily
education at home. If in the family a child is told "don’t which to go there... it's too much for us,"
then children’s frustration comes early. School gives the child an environment where it has a
chance to observe behaviours and attitudes of peers, starting with its teacher to its colleagues from
where it can take examples and role models.
Young persons at risk is perceived by some respondents as being dissatisfied with society,
with what it is offered, with financial conditions, opportunities it gets, how it is perceived by
others. This dissatisfaction does not always have a real basis; it can be subjectively perceived by
the young person, depending on its life experiences. The biggest problem of the individual is that
it is taught to focus on having and not on being. The individual forgets that the most important
thing is to find inner balance. The problem is financial. For a young person job is important, how
much it gains (salary), how much does a house cost, what integration perspectives it has, to form
a family. But it is not a condition for a young person to have a house in order to start a family.
Most important is it as an individual, its development and all the other things it wishes to have are
56
a consequence of his work. We should set our children to grow personally not to have. If he does
his job properly, they come naturally. If we teach the individual that it must have, then it will be
in a constant pursuit of this thing it will never have, because its claims are higher. On the other
hand, if we refer to being, our needs are sufficient.
Following the identification of the main causes of social inequity for the category of
young people aged 16 – 29; respondents believe that the material situation of the family (low
wages, no jobs) is the main cause of social inequality for young people aged 16-29. Other causes
could be: lack of education, lack of information. "At 29 years old, parents are retired and have no
possibilities. We had such a case. The young man was isolated from others, who came with all
kinds of cell phones, clothing, and electronics. And yet the young man has enormous ambition. If
you know how to guide them, you can develop the ambition to be able walk through life even in
the financial situation they have." The young man we were talking about finished the first quarter
with 9.89 and has a scholarship.
Therefore poverty can be a motivation not only a cause of social injustice, but there must
be support staff to oversee and encourage young people step by step in their efforts towards
achieving performance (e.g. teachers).
Starting at age 16 young people begin to make differences depending on the financial
situation. Family has an important role in educating children in order to accept these social
differences. The wish of child's family is important. "There are many young people exempted
from physical education, who do not have problems." If they decide not to participate in physical
education classes, they receive an exemption from the doctor. Instead, there are cases of young
people with disabilities who, although experiencing serious physical problems, actively
participate in physical education classes and integrates with pleasure in teams.
Sometimes overweight children are viewed differently by some colleagues, especially
because they cannot perform certain activities. It is necessary for the teacher to trust these young
people, empower them so that they feel included.
Other causes of social inequality identified by respondents might be: a wrong layer in life,
a wrong entourage. The more they stay in an education system, the better and safer they are.
Family’s relationship with school is important, especially for children at risk. Most often the
family is absent, uninterested in child's situation at school, sometimes parents are too intrusive
and put pressure on teachers. At school a child spends a limited number of hours, in the family
57
and entourage the child spends the most time. Therefore it is imperative for the family to be
educated in order to educate in turn. Respondents estimated that "support should come from the
family, but school’s support comes through knowledge, through organizing free time, because
school is a protected space”.
Regarding the degree of institutional cooperation on preventing or stopping social
disparities, most students said that „there is and there isn’t institutional cooperation”. Between
parent and teacher should be a better cooperation. There are many parents who do not come to
parent meetings and cooperation is lacking. There always should be openness from the teacher,
but not always this applies to parents. Some class masters are trying to help children / young
people from disadvantaged families, but most often, both children and their parents are
embarrassed to ask for help, for not being seen differently by to others. Parents were advised how
to access the benefits that children / families receive from the Romanian state (e.g. social
scholarship).
There is cooperation between institutions, but there are few initiatives and aid is sporadic.
For example, for holidays such as Christmas, Easter, food and toys for children in need are
gathered. These initiatives should be much higher, so that those children really need help.
All institutions are making efforts, but there is no institution with this goal as a priority. It
is though that "school should educate everyone; school’s main goal is not combating social
inequality." One should insist on the link between family and school, especially among families
with problems. Family involvement could lead to a better integration of children in school and in
society in general.
When asked, ”how much do you think current legislation helps to prevent social
inequity of young people?” most respondents consider that there are coherent legislative rules,
which would support the prevention of social inequalities, but the implementation of this
legislation often leaves much to be desired. "I think there is legislation, its implementation is more
difficult. I would recommend that those involved should make of it a real motivation and be more
efficient." As regards middle school / high school, current legislation contributes especially
through state allowances for children and social scholarships granted to those with fewer
opportunities. Sometimes children are sent to school only to benefit from scholarships and state
allowances for children. The case of a child with ADHD enrolled in a mainstream school, who
could not integrate. At first, colleagues were advised to take care of him, but after a while, failing
58
to integrate him, he was marginalized. Probably the parent is not fully aware of the child's
problem. In a special school he would have had another attention, he would have developed
otherwise. Perhaps legislation on such cases should be improved.
Some argue that legislation brings weak contributions to the prevention of social
inequality. "We have a case covered by several TV stations. It's about a young man restrained in a
wheelchair who was assigned to a school where he had conditions (ramp, lift, toilet, etc.) and was
closer to home. The mother did not want his son to attend that high school and registered him to
Eminescu high school, where there were no conditions. From the doctor’s point of view, the child
is apt for physical education, although he cannot move his arms and legs." The ministry, being
notified of the problems have no solutions. The same happened to the town hall. The situation
which is dragging on for some time is detrimental to the disabled young man.
Some respondents felt that "adult education will reduce social disparity, not a stricter
legislation. One cannot ask someone to like somebody because that is inside him and will burst
out at the first opportunity. The one who discriminates must be educated to accept the other, to
understand it and not the person who wants to be integrated”.
Conclusions
Sometimes, the research highlights two directions that intersect only artificially: a
direction of youth needs and a direction of general actions to support young people in their course
of social and professional defining. Other times, when the state through its laws shows coherence
between social issues and legal action resources, social actors appear to be weakly involved in
solving their own problems. Careful assessment of social issues shows a severe discrepancy
between the actions resources to prevent social disparities and authorities’ effectiveness or
efficiency of information about these resources.
In addition, the study also highlighted the tendency of some young people to place the
responsibility to others, being rather a way in which they show their disapproval of society and at
the same time, as a form by which they justify subjectively their lack of involvement and concrete
action as regards social integration.
59
A carefully analysed dimension within the study showing the project's success is the issue
of discrimination. Analysis of young people opinions on discrimination shows a significant
evolution inclined towards acceptance, non-discrimination. The construction of questions, both in
quantitative and qualitative research tried to make a projection on the discrimination phenomenon
before and after the project activities. The data obtained show a greater tendency to peer
acceptance, a significant reduction of labelling trends and an increased capacity of interaction.
Sports activities did not have as initial effect a specialization in a sport discipline, but social
integration in a large group with well diversified cultural particularities.
Furthermore, an extreme form of "cry" is of mothers and carers of children with
disabilities. They understand their children's drama beyond the disability itself. They understand
the state's inability to efficiently support these young people and phrases such as „I do not
question the fact the state is not helping. I ask myself what will happen with these children after
our deaths!” show the drama lived by these families.
From the perspective of teaching staff working with people with disabilities, the issue of
effective education and integration of young people in society is itself associated with the
dysfunction: lack of advanced programs regarding youth education, lack of necessary resources,
etc.
Social evolution, integration and socio-professional development requires a consistent
effort from all directions. Dependence on state resources is itself a problem. Sometimes the state
does not protect the social assistance recipients to make a mass of people to be reintegrated (to
earn autonomy to develop and produce their own self-sufficiency). The resources offered in
moments of necessity must be strategically refocused so that they do not cause the same addictive
effects. From the perspective of young people and, by extension, of society, social development,
integration, non-discriminatory attitudes should be regarded as activities falling within the
personal moral obligations because any dependency creates a dual conditioning - one for the state
and another for individual.
60
General bibliography
1.
Barbu Simona, Brici Carmen, Health mediation program history in Wamsiedel Marius,
Vincze Eniko, Ionescu Iustina, 2011, Roma health. Perspective of actors involved in the sanitary
system – physicians, mediators, patients, Bucharest: Romani CRISS, Publication done within the
project "Promoting anti-discrimination measures in access to health services for persons
belonging to Roma communities in Romania”
2.
Bourhis Y. Richard, Gagnon André and Moȉse Léna Céline, Discrimination and
intergroup relations, in Bourhis Y. Richard, Leyens Jacques-Philippe, (1997), Stereotypes,
discrimination and intergroup relations, Iaşi: Polirom, p. 124 - 154
3.
Bourhis Y. Richard, Leyens Jacques-Philippe, (1997), Stereotypes, discrimination and
intergroup relations, Iaşi: Polirom
4.
Capozza Dora, Volpato Chiara, Intergroup relations: classic and contemporary
perspectives
Bourhis
Y.
Richard,
Leyens
Jacques-Philippe,
1997,
Stereotypes,
discrimination and intergroup relations, Iaşi: Polirom, p. 11 – 31
5.
Cojocaru Ştefan, Social groups at high risk of social exclusion, in Preda Marian, (coord),
2009, Risks and social inequities in Romania, Iaşi: Polirom, p. 191 – 203
6.
Duminică Gelu, (2006) Roma access to social services: realities and trend in 2005,
Bucharest: Community Development Agency ,,Împreună”
7.
Ghiţă Eugenia, Negraru Alina, 2011, Stereotypes, prejudices and ethnic discrimination:
Perspective of Roma, survey by TOTEM Communication for Romani CRISS
8.
Jigău Mihaela (coord), 2006, Pilot intervention program through Priority areas of
education program, Buzău: ALPHA MDN
9.
Lazăr Florin, Person with disabilities, in Preda Marian, (coord), 2009, Risks and social
inequities in Romania, Iaşi: Polirom, p. 206 – 225
10.
Ministry of Labour, Social Solidarity and Family (2005) Joint memorandum on social
inclusion.
Romania,
report
accessed
on
19.02.2016
at
the
link:
http://www.mmuncii.ro/pub/imagemanager/images/file/Domenii/Incluziune%20si%20asist
enta%20sociala/Proiecte_cu_finatare_externa/2%20-%20JIM_Romania.pdf
11.
Preda Marian, (coord), 2009, Risks and social inequities in Romania, Iaşi: Polirom
61
12.
Preoteasa Ana Maria, Cace Sorin, Duminică Gelu (coordinators), 2009, National strategy
for improving Roma situation: the voice of communities, Bucharest: Expert
13.
Preoteasa Ana Maria, Şerban Monica, 2012, Situation of Roma in Romania, 2011. Between
social inclusion and migration, Bucharest: Soroş Foundation
14.
Sandu Dumitru, 2005, Roma communities in Romania. A map of community poverty
through the PROROMI survey, World Bank: Bucharest
15.
Surdu Laura, 2008, Monitoring the application of measures against school segregation in
Romania, Bucharest: Marlink
62