This study explores the construction of Roma women’s perceptions and educational experiences within a trajectory of social and educational inclusion. Drawing on theories of intercultural education and critical pedagogy, it focuses on the multifaceted barriers faced by Roma communities in Greece- particularly Roma women- who endure intersecting forms of discrimination based on both gender and ethnic identity. The study investigates the decisive experiences that influenced the participants’ decision to re-enter the educational system after a history of marginalization and exclusion, resisting dominant oppressive structures and renegotiating their identities.

The research questions posed in this study are:
a) What were the decisive experiences of the sampled Roma women within their families, school environments, and local and broader communities that initially shaped their educational trajectory?
b) What conditions enabled these women to address social and educational exclusion and pursue re-entry into the educational system?
c) What benefits emerged for both the individuals and the broader Roma community from their return to education?

To explore these questions, narrative interviews were conducted with four Roma women aged 21-50. Purposive sampling was employed to select participants. All participants resided in the region of Thessaly in Greece and had previously dropped out of school. However, they re-entered the educational system after participating in a university-led socio-pedagogical program and ultimately graduated from primary education.

Findings indicate that key barriers leading to early school dropout included experiences of discrimination within the school environment and the influence of traditional gender roles within their communities. The participants’ childhood was marked by instability due to frequent relocations, early family responsibilities, domestic labor, and delayed school entry. Motivations for re-engagement with education varied. For some, it stemmed from an intrinsic desire for learning and self-realization, even in the absence of family or community support. For others, education had instrumental value, offering improved professional prospects and qualifications that facilitated access to the labor market. Reintegration into education emerged as a crucial factor in the women’s empowerment, enhancing their self-confidence and, in some cases, enabling entry into employment. Support from local community institutions also played a significant role in this process. Benefits were evident not only at the individual level but also at the community level. Two participants actively advocated for the importance of schooling and the rights of Roma women, challenging also established traditions such as early marriages.

In conclusion, the study revealed complex processes of empowerment, resistance and identity formation. Education emerged as a critical tool for Roma women’s personal advancement, offering not only qualifications for entering the labor market, but also a redefined perception of self and social role. The findings underscore the need for substantive policy changes and targeted interventions to enhance educational access for Roma women- who, in turn, can act as catalysts for broader changes within Roma communities, and as agents of resistance to discrimination and exclusion perpetuated by the dominant society.

Keywords: Roma women, Social and educational exclusion, intercultural education, empowerment.