Terciární vzdělávání v České republice v posledních deseti letech balancuje mezi fázemi, které Trow označuje jako masovou a univerzální. Na vysoké školy tak přichází široké spektrum začínajících studentů, kteří se poprvé integrují do pro ně nového prostředí. Mezi těmito studenty je i skupina, pro kterou je proces integrace náročnější. Jedná se o první generaci studentů, jejichž rodinní příslušníci nemají vysokoškolské vzdělání. Studenti první generace procházejí procesem integrace jako první z rodiny, což s sebou nese určitá specifika, a to v obou sférách procesu integrace, tedy akademické i sociální. Tato předkládaná přehledová studie shrnuje poznání z převážně zahraničních výzkumů, které se věnují problematice akademické a sociální integrace, a to konkrétně u první generace vysokoškoláků. Cílem tohoto textu je odpovědět na otázky: (1) "Jak probíhá proces akademické a sociální integrace do studia na vysoké škole?", (2) "Kdo jsou vysokoškoláci první generace a proč se touto problematikou pedagogický (resp. andragogický) výzkum zabývá?" a (3) "Jaká specifika ovlivňují akademickou a sociální integraci první generace vysokoškoláků?" Atributy první generace vysokoškoláků, které ovlivňují proces jejich akademické a sociální integrace a jež se prolínají analyzovanými texty, jsou socioekonomické zázemí studenta a jeho rodiny, vytváření nové osobní identity, s tím spojený konflikt rolí daného jedince a nedostatek zkušeností se systémem instituce terciárního vzdělávání. Tyto jednotlivé faktory ovlivňující vstupní proces do studia lze interpretovat dle Crossové jako institucionální, situační a dispoziční bariéry. and In the last ten years, tertiary education in the Czech Republic has balanced between the phases Trow described as "mass" and "universal". Thus, a wide range of beginning students come to colleges and are integrating into the college environment for the first time. These students include a group for whom the integration process is more demanding than for their colleagues. This group is the first-generation university students whose family members do not have a college degree. First-generation students go through the process of integration as the first in their family, This experience involves certain specific characteristics of the integration process, in both the academic and social spheres. This review summarizes the knowledge, mostly from foreign research, that addresses the problems of academic and social integration, and specifically that addresses the issue of firstgeneration university students. This text aims to answer the following questions: (1) What is the process of academic and social integration into university studies? (2) Who are first-generation university students, and why should we focus on this group of newcomers?, and (3) What specific characteristics affect the academic and social integration of first-generation university students? An analysis of the texts shows the attributes of first-generation college students that influence the process of their academic and social integration. These attributes are the socioeconomic status of the student and their family, personal identity and role conflict, and lack of experience with the tertiary education system. According to Cross, these individual factors influencing the entry process into tertiary study can be interpreted as institutional, situational, and dispositional barriers.
The article deals with the topic of migration from cities to villages in the Czech Republic and Austria and the opportunities for the social integration of newcomers. It relates partly to the problems of suburbanisation but is not limited to just migration to suburban villages. The analysis is based on a qualitative study conducted in 2003-2004 using grounded theory, and it examines the subjective viewpoints of the incomers and their assessments of their situation. The author reveals two different patterns of motivation for migration, presents a typology of relationships between the incomers and the village community, and distinguishes three basic 'orientations' among the incomers: a village orientation, a city orientation, and an orientation towards self-sufficiency. These specific orientations emerge in the process of mutual interaction between the preferences of the incomers and the integration opportunities offered by particular villages; they are not exclusive and can change over time. The author closes with a summary of the differences between the situation in the Czech Republic and Austria, which may be a result of different structural conditions and different historical backgrounds.
This article looks at the marginalization of the Roma from the perspective of socio-psychological dynamics of society. The author takes the specific case of Roma settlements in Slovakia, where he has conducted anthropological research, to illustrate how the mechanism of marginalisation functions. Drawing on the work of Tzvetan Todorov and Peter L. Berger, he argues that at the heart of human sociability - the ability and necessity to live among others - is the constant human need for attention and recognition from others. This basic human need affects the socio-psychological dynamics of society, including the marginalisation as well as integration of some of its groups. This need for attention and recognition leads to the emergence of complex 'counterworlds' or 'counter-societies', with their alternative value systems. The Roma settlements and urban ghettoes represent such counter-worlds that provide their inhabitants with attention, recognition, positive self-interpretation, and confirmation of their values. If the inhabitants of these counter-worlds are unable to fulfil this need anywhere else, then their integration into wider society cannot be achieved.