Social Media Use and Cultural Identity among Roma Secondary School Students
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Abstract
This study explores the relationship between digital inequalities and cultural participation among Roma secondary school students in Hungary and in Hungarian-speaking communities in Romania. It examines how access to, and use of, digital technologies shape social participation and the preservation of cultural heritage.
Using a mixed-methods approach—literature review, interviews, and comparative analysis—the research highlights that digital technologies can strengthen access to cultural heritage and social integration. However, socio-economic disadvantage remains the key factor limiting internet access and digital engagement, thereby reinforcing existing inequalities (Matache & Bhabha, 2020).
The study concludes that promoting inclusion requires targeted educational programmes to build digital competences among Roma youth, as limited digital literacy significantly restricts opportunities for participation. It also recommends the development of school- and community-based support systems, since local institutions often represent the first and most trusted points of access to technology. Furthermore, cooperation with NGOs that create authentic Roma cultural content is essential, as such initiatives can counter stereotypes and provide positive role models. Finally, cross-country initiatives within Central and Eastern Europe are needed to exchange effective strategies and integrate Roma perspectives into national digital inclusion policies, ensuring that successful approaches are transferable beyond local contexts.
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