Arar, Khalid, and Kussai Haj-Yehia. Higher Education and the Palestinian Arab Minority in Israel. New York: Palgrave Macmillan, 2016.
Higher Education and the Palestinian Minority in Israel examines perceptions concerning the characteristics of higher education acquisition in the indigenous Palestinian Arab minority in Israel. Arar and Haj-Yehia show that Palestinian Arabs in Israel clearly understand the benefit of an academic degree as a lever for social status and integration within the state of Israel. The authors discuss difficulties met by Palestinian high school graduates when they attempt to enter Israel’s higher education institutes, and the alternative phenomenon of studying abroad. The cultural difference between Palestinian traditional communities and ‘Western’ Israeli campuses exposes Arab students to a mix of ethnicities and nationalities, which proves to be a difficult, transformative experience. The book analyzes patterns of higher education acquisition among the indigenous Palestinian minority, describing the disciplines they choose, the challenges they encounter, particularly for Palestinian women students, and explore the implications for the Palestinian minority and Israeli society.
This comprehensive study of higher education among the indigenous Palestinian Arab minority in Israel provides unique knowledge concerning the minority’s access to higher education in and outside its homeland. This knowledge can inform efforts to enhance Palestinian students’ access to Israeli universities, and advance Palestinians’ socio-economic status, with consequent benefit to Israel as a whole.
Table of Contents
List of Tables vii
List of Figures ix
1 The Context of the Palestinian Arab Minority in Israel (PAMI) 11
2 Access to Higher Education among Minorities 23
3 Trends in Higher Education among the PAMI 41
4 Higher Education Abroad: The Case of the PAMI 73
5 Higher Education and PAMI Students’ Identity Formation 117
6 Employment Prospects of PAMI Graduates 137
7 Policy and Initiatives to Widen Access to Higher Education for the PAMI 161
One of the consequences of globalization is the internationalization of higher education. This process takes various forms in different countries. Israeli academic sector, as well as other areas influenced by globalization, is gradually opening to the world: Israel gained access to the cooperation with scientific institutions and universities in Europe and the United States, and participates in a variety of new research programs abroad. 96% of the scientific and technical articles written by the Israelis are published in foreign journals. The best known form of internationalization of higher education is the mobility of students. The number of Israeli students studying abroad increases steadily. Many Israelis prefer to get higher education in American universities. The advantage of Israeli education system is that Israel has sought to extend the knowledge of English among the population, which largely helped to internationalize its higher education. Israel is also seeking to attract foreign students. Israeli universities are regularly visited by many students from abroad; these students can be engaged in research and scholarly activities in undergraduate, graduate, doctoral and postdoctoral academic programs. The universities have agreements with many foreign higher education institutions, these agreements define the terms of cooperation, exchange of students and/or faculty members; every Israeli university has programs in English available for overseas students, and can offer foreign students one-semester or one-year programs. Programs designed specifically for foreign students who have Jewish ancestry set a special bloc of courses in many Israeli higher education institutions. But in the process of internationalization the Israeli system of higher education faces certain difficulties: brain drain, competition, the constant need to improve the quality of education, etc. The most acute problem in Israeli system of higher education is the outflow of skilled professionals and faculty members, and even talented students. This problem was primarily caused by the inability of Israeli universities to provide employment of many graduates who wish to pursue research activities and are interested in science career. In addition, the young Israeli scientists often find working conditions and salaries in foreign research institutions more attractive. Difficult moment for Israel is the presence of foreign universities and their affiliations in the country, the implementation of educational activities and the recognition of diplomas issued by them.