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In April 2019 the UK government reported that little progress had been made to remedy social outcomes inequality between Roma and the wider population, recommending further recognition of Roma, for example in census data, to enable identification of Roma, their needs, and how to meet those needs. In this article we present an account of one Roma woman's journey from hiding her identity to celebrating it. We expose five critical incidents that challenge and mould her sense of identity and career aspiration, with insights into her hopes and dreams as she reflects upon the barriers she faces and attempts to overcome. The narrative enhances understanding of the intersection of experience and ethnic identity formation, Marcella's (pseudonym) case study emerges verbatim through quotes; we do not alter or correct her English. In our exploration, we follow the six classical steps recommended in case study analysis (Yin, 2009) and ground some of the key analytical concepts in Goffman's theories of stigma (1963) and theatrical performances in everyday life. We conclude by identifying key parallels in her experience, relevant regardless of socioeconomic status to further debate on the nature of internalised shame, stigma, and class.

In April 2019 the UK government reported that little progress had been made to remedy social outcomes inequality between Roma and the wider population, recommending further recognition of Roma, for example in census data, to enable identification of Roma, their needs, and how to meet those needs. In this article we present an account of one Roma woman's journey from hiding her identity to celebrating it. We expose five critical incidents that challenge and mould her sense of identity and career aspiration, with insights into her hopes and dreams as she reflects upon the barriers she faces and attempts to overcome. The narrative enhances understanding of the intersection of experience and ethnic identity formation, Marcella's (pseudonym) case study emerges verbatim through quotes; we do not alter or correct her English. In our exploration, we follow the six classical steps recommended in case study analysis (Yin, 2009) and ground some of the key analytical concepts in Goffman's theories of stigma (1963) and theatrical performances in everyday life. We conclude by identifying key parallels in her experience, relevant regardless of socioeconomic status to further debate on the nature of internalised shame, stigma, and class.