Dr. Klára Gulyás is a young woman of Roma origin and a mother. She is the President of the Epistémé Association and an adjunct professor at the Sárospatak Reformed Theological University. A role model who values education, social inclusion, and the integration of Roma communities, she also emphasizes the importance of remembering the Roma Holocaust.
How does she live? What are the joys and difficulties of being a Roma woman? What have her research findings led her to? These are some of the questions we will answer in this article.
Learning, work, and research are your passion. How long have you been involved in these activities?
Absolutely, they’ve been a significant part of my life. My parents were determined that my sisters and I would pursue higher education.
This is not typical in Roma families, as we often see. What motivated your family to encourage such a beautiful career path for you?
As I mentioned, it was self-evident in our family. When people say that education isn’t valued in Roma communities, I think they’re mistaken. Even though statistics may show low university participation, this is changing. Roma are increasingly entering fields that were previously inaccessible to them. What was crucial in my life was the supportive family environment.
What was your family environment like?
It was supportive, with my parents clearly intending for me to pursue an intellectual career.
What did your parents do for a living?
They were not in intellectual careers; my mother was a housewife, and my father was a carpenter.
What inspired them to steer you in this direction?
My mother’s experience was significant. She moved from a small village to Miskolc, where she started high school. Being exposed to a more integrated environment made her want an intellectual career for her children. Similarly, my father, who grew up in state care and had a high school diploma, was exposed to many influences that made this path seem natural to him. This is why I say that it’s not generally true that Roma communities don’t value education; it’s more about the family’s socioeconomic status and socio-cultural background.
But many say that the surrounding community often pulls back, leading to a lack of persistence. How did you overcome this?
It matters what kind of socio-cultural environment young people are exposed to. A Roma youth living in a city experiences different influences than one in a remote village. We often call those who resist negative influences and pursue intellectual careers “resilient youth.” Supportive organizations, churches, or motivating teachers play crucial roles in these cases. My daughter wouldn’t be considering university if I didn’t expose her to the world.
Would you say that it would be healthy if the proportions changed, allowing Roma and non-Roma students to study together?
An integrated environment promotes dialogue between Roma and non-Roma youth and shapes the practice of Roma-Hungarian coexistence. If we don’t understand or know something, we develop a sense of threat, which distances young people from each other. But, of course, it’s not always possible for children to be raised in an integrated way.
Our school started with both Roma and non-Roma students, but now it is mostly Roma.
It’s not that you consciously exclude non-Roma children, but selective school choices often lead parents to take their children out of these schools. Literature estimates that when Roma students make up 20-30% of a school, parents begin to remove their children. This is not just due to segregation but also the fear that the school will become entirely segregated.
This prejudice needs to be eradicated. I know you and others are fighting for this mindset to change.
Yes, especially among people who don’t necessarily see the social importance of enrolling their children in an integrated school. Unfortunately, educational segregation often lowers the quality of education in these institutions, hindering children’s access to quality education.
You became a teacher under the influence of one of your siblings.
Yes, my sister, who was talented in languages, became an English teacher. Her influence led me to a pedagogical career, but I wasn’t attached to a specific subject, so I chose social pedagogy, which deals with social issues.
You are involved in many areas of work. How does your family fit into this, and how much time can you devote to yourself as a woman?
I’m lucky because this is my passion, and it fills my everyday life. I enjoy reading news related to my discipline at night, which keeps me going. It’s difficult, as I raised Luca as a single mother from when she was eight, which places extra burdens on me.
Do you suffer because of this, or does it fuel your passion for research and your profession?
I think academia saved me by providing security and occupation that helps me cope with life’s difficulties. This passion still fills my daily life.
How do you usually communicate?
Many people say I’m stiff. I don’t take it as an insult; it’s just how I am. My research results permeate my daily life so much that I sometimes think about research opportunities even during conversations like this one. My daughter thinks I’m strict, which is somewhat true. The expectations I place on myself are high, and I don’t show weakness.
This strength was necessary to achieve what you have. Your daughter sees this.
Yes, she says it’s hard to be my daughter. I don’t have specific expectations of her, except that she tries higher education. If she decides it’s not for her, and she wants to work in the beauty industry, I’ll be a happy mother. But until she has experience in an unknown field, I don’t think it’s possible to categorically decide against it.
Does Jesus influence your life?
Very much, and increasingly so. I grew up in a religious family, though we weren’t classic practitioners, prayer, especially in my mother’s life, was present. As a child, I found this a bit odd. She never asked us to follow this example, and it was later in my life that my encounter with God became significant, which is somewhat connected to you as well.
Yes, I know you link this to the Mission. Will you share it with us?
Absolutely. Seeing people in extreme poverty with a deep relationship with God gave me strength. My research shows that God gives them hope to cope with daily struggles, and this realization also strengthened my faith.
Do you talk to God?
A lot. Those are the moments when I let go of myself.
Is there a story you believe you owe to Him, that you survived, accomplished, and succeeded in?
Everything. Personal actions are important, but where does the strength come from? It’s determined by Him.
You got involved with the Mission, the Roma Methodology and Research Center. How did this connection happen?
Yes, teaching in higher education involves research, which is where our connection began. Dr. József Kotics, an anthropologist, led a research project where we conducted an anthropological study in Békés and Mezőberény. We examined the impact of conversion on Roma communities’ social integration.
Can you give examples of your findings?
We saw that smaller, neo-Protestant, and charismatic churches are particularly effective in Roma communities. Their focus on personal religious experiences rather than dogmatic practices works well with Roma culture. We observed that the integration practices of Roma families who had converted were quite different.
We also see this, thank God. Is there any continuation of this cooperation?
Yes, our cooperation continues. For example, we collaborated on a higher education enrollment campaign to involve congregational members. Around 40-50 people submitted applications, and I still mentor those who are overcoming obstacles in their studies.
Can external influences that might hold them back be excluded?
The people who reach out are highly motivated. I help them by giving them faith or hope through my own life or conversations. It’s touching when someone doubts they can apply for higher education, but we remind them it’s available to everyone in Hungary today.
How many women are among these students?
Around 40-50 people applied, including both women and men. I see that men, particularly pastors, are more motivated in your congregation. But more and more Roma girls are present in universities and colleges in general.
Do they get opportunities after graduation?
This is a challenging question. Organizations supporting Roma intellectuals need to help not only during university but also in finding employment afterward. The goal is to help them achieve self-realization, whether that’s as a financial expert in a bank or elsewhere.
Another important point is the Roma Holocaust.
Yes, it’s crucial. Our civil organization, the Epistémé Association, and your mission, HGMI are involved in organizing commemorations. The Roma Holocaust is not widely known, and we want to change that by creating a worthy place of remembrance. It’s important to involve non-Roma organizations too. My research shows that positive Roma identity is emerging among young people, along with a desire for collective identity. There need to be cultural programs where this can be experienced, and your activities play a significant role in this.
In conclusion, what are your plans for the near future?
My main plan is to continue my research on Roma intellectuals. The main result of the research is that many Roma intellectuals experience a state of permanent liminality, being in-between their origin community and the majority professional community. This state of in-betweenness, where they belong neither here nor there, is what I’m currently working on publishing as a book.
What result would satisfy you in your family life and as a researcher?
I am satisfied with what I have received from God. I am surrounded by a happy, loving family, and I live for what I am passionate about.
