Although until the mid-1990s, youths of the minority of Thrace were formally able to attend Greek universities, in reality they were excluded, due to their socio-economic marginalisation, their limited knowledge of Greek and the low level of minority education. Under the shift in the attitude of the Greek state towards the minority since the early 1990s, the measure of quota was introduced, which allows members of the minority to be admitted to Greek universities through a special procedure, trying to enhance their educational opportunities.
The present study focuses on the narratives of twelve youths of the minority of Thrace, who are either still studying or have completed their studies in Greek higher education. Using qualitative semi-structured interviews as a methodological tool, we examine their educational trajectories and the importance of quota in creating educational and social change in the minority society. The data highlight the importance of quota for changing educational choices, for shaping positive attitudes towards education in general, and for broadening university attendance. However, despite the dynamic development, it seems that difficulties remain. Objective constraints stemming from the class characteristics of members of the minority place limits on the choice of studies, and there are still inhibitions about the prospect of studies for women. At the level of education, the significant academic difficulties they face highlight the need to adopt complementary support practices in the context of studies, but also to enhance the quality of the primary and secondary (minority and public) education in which they participate. Finally, as studies for members of the minority begin to establish themselves, the way is opened for upward social mobility, which, in addition to the excitement of ‘discovery’, raises questions, generates ambivalence and feelings of guilt.