Structural Anti-Roma Racism in Italian Middle Schools

Abstract

This study examines persistent racism, despite its formal denial, through an interdisciplinary approach that combines critical race theories, whiteness study and social psychology. It questions whether the analytical and empirical distinction between different forms of prejudice—despite their coexistence—can yield positive outcomes in the fight against racism. Considering the case of the Roma community in Italy, specifically within the universalistic approach of the Italian school system, the level of prejudice was measured in a sample of 305 middle school teachers. The main findings confirm the persistence of blatant prejudice concealed beneath a veneer of subtle racism and reveal that an educational institution’s rhetorical commitment to democracy may not substantially impact the behavior of democratic teachers when interacting with Roma individuals. The systemic inequalities ingrained within the education system are reminiscent of colonial times, where practices that once suppressed the potential of Africans are now used against Italian Roma citizens. This article finally suggests how teacher training might be improved to reduce racism, based on the different profiles of prejudicial attitudes detected among teachers.

Keywords

• racism
• prejudice
• Roma
• education
• colonialism
• critical race theory