Tag Archives: Students

Bulletin: Military Occupation and Conflict, the West Bank, and Gaza

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Bulletin: Higher Education and Student Life

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Bulletin: Israeli Palestinians and Arab Minorities in Israel

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Nadim N. Rouhana, Israel and its Palestinian Citizens

 

 

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New Book: Starr and Dubinsky, The Israeli Conflict System

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Starr, Harvey, and Stanley Dubinsky, eds. The Israeli Conflict System. Analytic Approaches, Routledge Studies in Middle Eastern Politics. Abingdon and New York: Routledge, 2016.

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Table of Contents

Introduction : crossing disciplinary and methodological boundaries in conflict systems analysis / Harvey Starr and Stanley Dubinsky — Event Type, sub-state Actor and Temporal Dimensions of the Dissent-Repression Relationship : Evidence from the Middle East / Philip A. Schrodt and Ömür Yilmaz — Turbulence in the Israeli-Palestinian Conflict System : Predicting Change / G. Dale Thomas — Causes and Consequences of Unbalanced Relations in the International Politics of the Middle East, 1946-2010 / Zeev Maoz and Belgin San-Akca — Trade Networks and Conflict Processes in the Israeli Conflict System / Nadia Jilani, Ashley Murph-Schwarzer, Dona Roy, Matthew Shaffer, and Brian Warby — Trade in Conflict Zones : The Israeli Conflict System / Katherine Barbieri and Adrian R. Lewis — The Geography of Conflict : Using GIS to Analyze Israel’s External and Internal Conflict Systems / Harvey Starr, Roger Liu and G. Dale Thomas — Language, Conflict, and Conflicting Languages in Israel/Palestine / Stanley Dubinsky and William D. Davies — The Role of Holocaust Memory in the Israeli-Palestinian Conflict / Andreas Musolff — An Experimental Procedure Comparing How Students in Middle Eastern and Western Democracies Cope with International Conflicts / Ranan D. Kuperman — Subjectivity in the Application of the Just War Doctrine to Collateral Damage : An Experimental Test in Israel and the US / Nehemia Geva and Belinda Bragg — Predicting Revolution and Regime Instability in the Middle East : The Uncertain Future of Arab-Israeli Relations / Bruce Bueno de Mesquita and Alastair Smith.

New Book: Arar & Haj-Yehia, Higher Education and Palestinians in Israel

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Arar, Khalid, and Kussai Haj-Yehia. Higher Education and the Palestinian Arab Minority in Israel. New York: Palgrave Macmillan, 2016.

 

9781137533418

 

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
    • Acknowledgments xi
    • Prologue 1
    • 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
    • Epilogue 181
    • Notes 187
    • Bibliography 189
    • Index 211

 

 

 

New Article: Arar et al, Academic Choices and Motivation: Diverse Groups in Israel

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Arar, Khalid, Ruth Abramovitz, Hanna Bar-Yishay, and Neta Notzer. “Academic Choices and Motivation: Diverse Groups in Israel.” Journal of Further and Higher Education (early view; online first).

 

URL: http://dx.doi.org/10.1080/0309877X.2016.1159291

 
Abstract

Israel is a multi-cultural society with a Jewish majority and a large Arab minority. This study aims to examine whether Israeli Arab and Jewish students have different motivations and consider different factors when choosing a college for postgraduate studies. A case study, during the academic year 2010–11 administered questionnaires to 290 Jewish and Arab postgraduate students in a private academic college in order to investigate students’ motivations for postgraduate studies and choice of college. Findings indicated that the strongest motivation expressed by all the students is a desire for self-fulfilment. Motivation for social mobility and to help to empower their society is more important for Arab students. Convenience considerations (proximity to home, flexible entrance standards and employment prospects while studying) determined college choice for Jews and Arabs more than college reputation and teaching quality. Yet Arab students attach more importance than Jewish students to the college’s quality. It is concluded that postgraduate programmes should be more sensitive to diverse students’ needs.

 

 

New book: Khattab et al, Socioeconomic Inequality in Israel

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Khattab, Nabil, Sami Miaari, and Haya Stier, eds. Socioeconomic Inequality in Israel. A Theoretical and Empirical Analysis. London: Palgrave Macmillan, 2016.

 
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This volume addresses different aspects and areas of inequality in Israel, a country characterized by high levels of economic inequality, poverty, and social diversity. The book expands on the mechanisms that produce and maintain inequality, and the role of state policies in influencing those mechanisms.

 

Table of Contents

The Correlates of Household Debt in Late Life
Lewin-Epstein, Noah (et al.)
Pages 13-40

Household Inequality and the Contribution of Spousal Correlations
Plaut, Pnina O. (et al.)
Pages 41-57

Religious Schooling, Secular Schooling, and Household Income Inequality in Israel
Kimhi, Ayal (et al.)
Pages 59-72

First-Generation College Students in an Expanded and Diversified Higher Education System: The Case of Israel
Ayalon, Hanna (et al.)
Pages 75-96

Ethno-Religious Hierarchy in Educational Achievement and Socioeconomic Status in Israel: A Historical Perspective
Friedlander, Dov (et al.)
Pages 97-121

Overqualification and Wage Penalties among Immigrants, Native Minorities, and Majority Ethnic Groups
Khattab, Nabil (et al.)
Pages 123-149

The Gender Revolution in Israel: Progress and Stagnation
Mandel, Hadas (et al.)
Pages 153-184

Gender Earnings Gaps in Ethnic and Religious Groups in Israel
Kraus, Vered (et al.)
Pages 185-204

The Role of Peripheriality and Ethnic Segregation in Arabs’ Integration into the Israeli Labor Market
Schnell, Izhak (et al.)
Pages 207-224

Horizontal Inequality in Israel’s Welfare State: Do Arab Citizens Receive Fewer Transfer Payments?
Shalev, Michael (et al.)
Pages 225-252

 

New Article: Cohen, Iterative Emplotment Scenarios: Being ‘The Only Ethiopian’

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Cohen, Leor. “Iterative Emplotment Scenarios: Being ‘The Only Ethiopian’.” Discourse Studies 18.2 (2016): 123-43.

 

URL: http://dx.doi.org/10.1177/1461445615623903

 

Abstract

The realism-social constructionism debate has been consequential over the last several decades. Silverstein’s vocabulary of micro-/macro-contexts aids in understanding why the tension can be a useful epistemological heuristic for discourse analysts. Narratives were collected in focus groups of Ethiopian-Israeli college students. Five narratives were selected for ethnic mentions and found to have a particular ‘iterative’ ‘emplotment scenario’ (IES) – recurrent storylines and settings – across tellers and telling events. ‘the only Ethiopian’ is an IES of being sent away to a majority-White elementary/secondary school, socially isolated and denigrated. How are we to understand it when a particular plotline and setting recur in our corpora? I argue that although each story and storytelling is unique, they all borrow from a larger-than-single-telling, already existent trope, that is, a budding master narrative. Taken together, a unique view of a particular socio-cultural process – in this case, something of what it means to be an Ethiopian Israeli – emerges.

 

 

 

ToC: International Journal of Educational Research 76 (2016); special section on Arabs in Israel

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International Journal of Education Research 76 (2016)

Special section on Higher Education in a Transforming Society: The Case of Arabs in Israel; Guest edited by Hanoch Flum and Avi Kaplan

 

Higher education in a transforming society: The case of Arabs in Israel
Pages 89-95
Hanoch Flum, Avi Kaplan

Access to higher education and its socio-economic impact among Bedouin Arabs in Southern Israel
Pages 96-103
Ismael Abu-Saad

English as a gatekeeper: Inequality between Jews and Arabs in access to higher education in Israel
Pages 104-111
Yariv Feniger, Hanna Ayalon

On the meaning of higher education for transition to modernity youth: Lessons from future orientation research of Muslim girls in Israel
Pages 112-119
Rachel Seginer, Sami Mahajna

The paths of ‘return’: Palestinian Israeli women negotiate family and career after the university
Pages 120-128
Lauren Erdreich

The conception of work and higher education among Israeli Arab women
Pages 129-140
Rachel Gali Cinamon, Halah Habayib, Margalit Ziv

Higher education among minorities: The Arab case
Pages 141-146
Alean Al-Krenawi

New Article: Ayalon, Student Co-mentoring in Israeli and American Universities

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Ayalon, Aram. “Student Co-mentoring in Israeli and American Universities: Promoting Mutual Academic Success.” In Global Co-Mentoring Networks in Higher Education. Politics, Policies, and Practices (ed. B. Gloria Guzmán Johannessen; Cham: Springer, 2016): 187-202.

 
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URL: dx.doi.org/10.1007/978-3-319-27508-6_11

 

Abstract

This chapter describes a peer mentoring approach that was incorporated in two courses that were at the beginning and at the end stages of students’ higher education programs: Undergraduate freshmen and doctoral students. With the goal of providing students with academic and social support using student-to-student co-mentoring experiences, the students were divided into dyads or triads. The students were asked to function both as mentors and mentees throughout an academic semester with the purpose of engaging them in co-mentoring to better meet the challenges faced, either in transitioning from high school to college or in furthering the advancement in their doctoral programs. Students enjoyed the meaningful help received and given as co-mentors and found this opportunity fulfilling. The results suggest that effective mentors not necessarily need to be more experienced or more knowledgeable than their mentees as the research suggests, but a more important aspect of effective mentoring might be providing the opportunity for persons to help others, especially those who are in similar predicaments.

 

 

New Article: Erdreich, Spirituality in Teacher Training at an Islamic College in Israel

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Erdreich, Lauren. “Spirituality in Teacher Training at an Islamic College in Israel.” Diaspora, Indigenous, and Minority Education 10.1 (2016): 1-13.

 

URL: http://dx.doi.org/10.1080/15595692.2015.1084921

 

Abstract

This article looks at an Islamic teacher training college in Israel in an attempt to understand how religious revival shapes women’s understandings of being Muslim women professionals in Israel. The college grew out of Islamic revival in Israel; its teacher training program reflects the sensibilities that Islamic revival hopes to foster in women who study there and in the children they will teach. The article is based on ethnographic research at the college. Adopting a theoretical approach to spirituality as a cultural phenomenon, experienced as authentic, yet culturally informed, can serve as a powerful resource for creating social meaning and as a source of pedagogies of change. I illustrate the means by which the institution makes space for a spirituality that infuses teacher training with a sense of social purpose, civil commitment, and personal unity with the divine.

 

 

 

New Article: Lipshits-Braziler et al, Strategies for Coping with Career Indecision

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Lipshits-Braziler, Yuliya, Itamar Gati, and Moshe Tatar. “Strategies for Coping with Career Indecision: Concurrent and Predictive Validity.” Journal of Vocational Behavior (early view; online first).

 

URL: http://dx.doi.org/10.1016/j.jvb.2015.10.004

 
Abstract

Recently, Lipshits-Braziler, Gati, and Tatar (2015a) proposed a model of strategies for coping with career indecision (SCCI), comprising three main types of strategies: Productive Coping, Support-Seeking, and Nonproductive Coping. Using a two-wave longitudinal design (30-week time lag), the effects of these strategies on career decision status and career decision-making difficulties were tested among 251 students in a college preparatory program. The results showed that the use of Nonproductive coping strategies at the beginning of the program was associated with and predicted a higher degree of individuals’ career decision-making difficulties, and also distinguished between decided and undecided participants at both the beginning and the end of the program, thus partially supporting the concurrent and the predictive validity of the SCCI. Furthermore, a decrease in the use of Nonproductive strategies over time predicted a decrease in individuals’ career decision-making difficulties. In addition, a decrease in the use of Nonproductive coping strategies and an increase in the use of Productive ones predicted individuals’ advancement toward making a career decision. Theoretical and counseling implications are discussed.

 

 

New Article: Lewis et al, Drug-Related Information Seeking of American and Israeli College Students

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Lewis, Nehama, Lourdes S. Martinez, Aysha Agbarya, and Tanya Piatok-Vaisman . “Examining Patterns and Motivations for Drug-Related Information Seeking and Scanning Behavior: A Cross-National Comparison of American and Israeli College Students.” Communication Quarterly (early view; online first).

 

URL: http://dx.doi.org/10.1080/01463373.2015.1103282

 

Abstract

The current study uses a grounded theory approach to explore dimensions and bi-national comparisons of active information seeking efforts (seeking) for and passive information acquisition (scanning) of drug-related information among two college student samples from the United States (N = 25) and Israel (N = 39). Specifically, the study focuses on seeking and scanning related to amphetamines and marijuana, two frequently used drugs among college populations, about which information is easily accessible. Results of semi-structured interviews suggest that information scanning and seeking about marijuana and amphetamines are common, particularly from peers and from the Internet. The analysis uncovers themes relating to young adults’ drug-related, information-seeking behaviors, including cross-source information acquisition across interpersonal and media sources, and motivations for engaging in active efforts to seek drug-related information. These findings extend research on information seeking and scanning and suggest future research should examine predictors and effects of these behaviors in the context of substance use.

 

 

 

New Article: Siani & Assaraf, Genetic Dilemmas Amongst Jewish Israeli Undergraduate Students

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Siani, Merav, and Orit Ben-Zvi Assaraf. “The Moral Reasoning of Genetic Dilemmas Amongst Jewish Israeli Undergraduate Students with Different Religious Affiliations and Scientific Backgrounds.” Journal of Genetic Counseling (early view; online first).

 
URL: http://dx.doi.org/10.1007/s10897-015-9918-5
 
Abstract

The main objective of this study was to shed light on the moral reasoning of undergraduate Israeli students towards genetic dilemmas, and on how these are affected by their religious affiliation, by the field they study and by their gender. An open ended questionnaire was distributed among 449 undergraduate students in institutions of higher education in Israel, and their answers were analyzed according to the framework described by Sadler and Zeidler (Science Education, 88(1), 4–27, 2004). They were divided into two major categories: those whose reasoning was based on the consideration of moral consequences (MC), and those who supported their opinion by citing non-consequentialist moral principles (MP). Students’ elaborations to questions dealing with values towards genetic testing showed a correlation between the students’ religious affiliation and their reasoning, with religious students’ elaborations tending to be more principle based than those of secular ones. Overall, the students’ elaborations indicate that their main concern is the possibility that their personal genetic information will be exposed, and that their body’s personal rights will be violated. We conclude the paper by offering several practical recommendations based on our findings for genetic counseling that is specifically tailored to fit different patients according to their background.

 

 

 

Research Paper: Sayag and Zussman, Distribution of Rental Assistance Between Tenants and Landlords: The Case of Students in Central Jerusalem

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Sayag, Doron, and Noam Zussman. “The Distribution of Rental Assistance Between Tenants and Landlords: The Case of Students in Central Jerusalem.” Discussion Paper No. 2015.1 (February 2015), Bank of Israel Research Department(41 pp).

 

URL: http://www.boi.org.il/he/Research/DocLib/dp201501e.pdf (PDF)

Abstract

Students living in rental apartments in central Jerusalem were provided grants in 2006–11, in order to encourage urban renewal. This led to a marked increase in the number of students in the area. This study examined the distribution of the benefit between the tenants and the landlords. It relied predominantly on rental advertisements as well as actual rents from 2000–2012, and on administrative data of the rent paid by grant recipients. The research method was based on hedonic estimations of the rent using a difference-in-differences method—the rent in the center of the city during the grants period compared with the periods before and after, vis-à-vis that difference in similar neighborhoods (including adjacent to the city center) during those periods. The research indicates—subject to the assumption that actual rents and prices quoted in rental notices moved together—that in the periods around the start of the grant program and around its cancellation, the share of the grants reaching the recipients’ landlords ranged from one-fifth to two-fifths. The grants led to an increase in rents in the center of the city for nonrecipients as well, so that the overall additional rent is equivalent to four-fifths of the grant amounts. These rates are within the broad range of findings worldwide.

 

 

Report: Koren et al, Israel Literacy Measurement Project (2015)

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Koren, Annette; Fishman, Shira; Krasner Aronson, Janet; Saxe, Janet. The Israel Literacy Measurement Project: 2015 Report. Brandeis University, October 2015.

 

URL: http://bir.brandeis.edu/handle/10192/31191 [PDF]

 

Abstract

The Israel Literacy Measurement Project is an attempt to create a valid and reliable measure of knowledge of Israel. Beginning with the question, “what does it mean to be literate about Israel?” the team worked to establish assessment standards. Drawing on definitions of literacy in other social science disciplines and in consultation with subject experts, the research team developed a test bank of validated Israel-related questions. The question bank can be used with college-aged young adults to assess the extent and content of their Israel-related knowledge.

New Article: Guggenheim & Taubman-Ben-Ari, Ultraorthodox Young Drivers in Israel

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Guggenheim, Noga, and Orit Taubman-Ben-Ari. “Ultraorthodox Young Drivers in Israel – Driving through Cultural Lenses.” Transportation Research Part F: Traffic Psychology and Behaviour 33 (2015): 87-96.

 

URL: http://dx.doi.org/10.1016/j.trf.2015.07.011

 

Abstract

Research has paid little attention to driving and road safety in the ultraorthodox communities in Israel, in which perceptions on such issues display unique cultural characteristics, and may have long-term effects on traffic safety. This study attempts to gain insight into the attitudes and behaviors of the ultraorthodox young men road users in Israel with regard to driving and road safety, using a qualitative research method based on 42 face-to-face in-depth interviews with men from different ultraorthodox circles in different stages of life. The analysis reveals that the stringent cultural norms strongly influence road behavior, far beyond what is known about young novice drivers and their peers in general. For example, owning a license by young, single ultraorthodox students is seen as an offense against the ultraorthodox establishment compared to driving without a license, which is considered a one-time lapse. The findings indicate that unique cultural phenomena such as concealing the process of licensing, unlicensed driving and road interactions create a dangerous effect extending beyond the ultraorthodox neighborhoods. They also imply that road safety can be interpreted differently in diverse cultures, a fact which should be considered while planning safety intervention strategies.

New Article: Horkin et al, Organizational Performance and Executive Pay in Israel’s System of Higher Education

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Horkin, Amir, Baruch Mevorach, and Ytzhak Katz. “Organizational Performance and Executive Pay in Israel’s System of Higher Education.” Business and Management Studies 1.2 (2015): 55-65.

 
URL: http://redfame.com/journal/index.php/bms/article/view/874 [PDF]

 

Abstract
In the business sector, the relationship between performance and pay is mostly measured with reference to an organization’s business results on the one hand and the pay awarded to its senior management on the other hand. The present research shifts the analytical focus to the third sector and to higher-education institutions, assessed in their case—where the notion of profitability loses its relevance—on their performance as perceived by their clients, namely the student body. Our research results point to a positive, strong and significant relationship between performance and executive pay (with a one-year lag) and to a positive, weak and significant relationship between executive pay and performance (again, with a one-year lag). Furthermore, it is the state-funded (hereinafter: budgeted) colleges, where executive pay was by far the lowest, that achieved the highest satisfaction score (averaging 2011 and 2013), despite a slight drop in satisfaction observed in this category from 2011 to 2013. Taken together, however, higher-education institutions saw their satisfaction scores increase in 2013 compared to 2011. The paper leaves aside research performance rankings of higher-education institutions, due to the fact that most institutions in Israel are teaching oriented. As a matter of fact, only few Israeli universities are ranked by international ranking organizations. Furthermore, unfortunately, Israel does not have a formal system of higher education institutions research rankings. In the paper, a large body of literature on performance-related pay in school teaching is not covered.

 

 

New Article: Lifshitz & Katz, Underrepresentation of Ethiopian–Israeli Students in Programmes for Gifted and Talented

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Lifshitz, Chen C., and Chana Katz. “Underrepresentation of Ethiopian–Israeli Minority Students in Programmes for the Gifted and Talented: A Policy Discourse Analysis.” Journal of Education Policy 30.1 (2015): 101-31.

 

URL: http://dx.doi.org/10.1080/02680939.2014.918656

 

Abstract

Students from disadvantaged or minority backgrounds are often underrepresented in public educational programmes for the gifted and talented (G&T), a phenomenon that has concerned educators for the last two decades. Ethiopian–Israeli minority students (EIMS) are a good example of this phenomenon, as more than 95% of the vast resources allocated to promoting this minority population are directed to advancing underachieving students. To explain the roots of this policy, we analysed all reports presented to the Israeli parliament regarding EIMS during the years 2000–2012, as well as all studies that these reports were based on. A policy discourse analysis revealed that the public-political discourse concerning EIMS focuses almost entirely on the weaknesses and needs of this population. In addition, this discourse is led by policy networks of interest groups that are involved in promoting minority students. Analysis of the relative achievement levels of EIMS suggests that some students, and especially those in lower school grades, are suitable candidates for integration within G&T frameworks. We suggest that a change of the discourse concerning EIMS and emphasizing their strengths may lead to a change in policy, which will promote G&T students and reduce the ‘stereotype threat’ within this group.

New Article: Abu-Kaf and Braun-Lewensohn, Paths to Depression. Comparing Bedouin Arab and Jewish Students

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Abu-Kaf, Sarah and Orna Braun-Lewensohn. “Paths to Depression Among Two Different Cultural Contexts. Comparing Bedouin Arab and Jewish Students.” Journal of Cross-Cultural Psychology 46.4 (2015): 612-30.

 

URL: http://jcc.sagepub.com/content/46/4/612

 

Abstract

Over the past two decades, there has been an increase in the number of Bedouin Arab students studying at institutions of higher education in Southern Israel. To date, research on Bedouin students is limited, particularly with regard to their coping and adjustment. The main aim of the current study is to shed more light on potential pathways between vulnerability factors and depression among Bedouin Arab and Jewish students. This study was designed to explore cultural differences in the levels of self-criticism, depression, coping, and social support among Bedouin Arab college/university students and their Jewish peers, and to examine the effects of self-criticism on depression in the two cultural contexts. To that end, we conducted a cross-sectional study of 108 Bedouin students and 109 Jewish students. The participants completed the Depressive Experiences Questionnaire, Medical Outcomes Study Social Support Survey, Orientations to Problems Experienced Inventory, the Center for Epidemiological Studies Depression Scale, and demographic questionnaire. In this work, we observed differences in the levels of self-criticism, depression, avoidant coping, and social support in the different groups. Moreover, among the Jewish participants, self-criticism affected depression directly. However, among the Bedouin Arabs, self-criticism affected depression only indirectly, through avoidant coping. The present study highlights the possibility that specific cultural contexts underscore the role of avoidant coping in the pathways between self-criticism and depression, whereas other cultural contexts underscore the direct effect of self-criticism on depression levels. Furthermore, the current research underscores the importance of cross-cultural perspectives in studies of vulnerability factors and depression.