‘A room of one's own’: remote learning among Palestinian-Arab female students in the Israeli periphery following the COVID-19 crisis

Meler, Tal

doi:10.1080/09540253.2021.1924361

Cited by 7 publications

(4 citation statements)

References 20 publications

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“…Overall, Arab students were found to have fewer academic resources, as manifested in their difficulties with Hebrew and English (Tahachu et al, 2020 ). During the pandemic, Arab students often had to cope with the lack of a proper learning environment at home because of crowded households, a shortage of private spaces, limited digital resources and poor Wi‐Fi infrastructure (Meler, 2021 ). An additional explanation may have to do with the sample characteristics: 78.2% of the Arab group was female, compared to 59.3% of the Jewish group.…”

Section: Discussionmentioning

confidence: 99%

“…An additional explanation may have to do with the sample characteristics: 78.2% of the Arab group was female, compared to 59.3% of the Jewish group. Female Arab students reported on the burden of meeting their traditional gender‐related obligations alongside distance learning during the pandemic (Meler, 2021 ), which may have added another tier to their perceived academic challenges.…”

Section: Discussionmentioning

confidence: 99%

“…With the abrupt shift to remote learning during the COVID‐19 pandemic, accumulating academic challenges may have increased for Arab students. During the pandemic, Arab students proceeded with their academic studies in a shared family space and used shared equipment, with limited Internet infrastructure and digital capabilities, all of which may have impaired the quality of their learning (Meler, 2021 ).…”

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confidence: 99%

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Perceived academic challenges of Jewish and Arab undergraduates during the first wave of COVID‐19

et al. 2022

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This study examined differences between Arab and Jewish undergraduate students in their perceived academic challenges, COVID‐19‐related concerns, perceived social support and trust in the university and the government. It also examined factors associated with perceived academic challenges and the moderating role of trust in the university in the associations between COVID‐19‐related concerns and perceived academic challenges. The sample consisted of 2751 students: 2291 (83%) Jewish, 398 (15%) Arab and 61 (2%) ‘other’. Arab students reported higher COVID‐19‐related concerns and perceived academic challenges, and lower levels of perceived social support and trust in university and government than did Jewish students. Both Jewish and Arab students identified COVID‐19‐related concerns as a stress‐vulnerability factor for perceived academic challenges, whereas perceived social support and trust in the university were identified as resources for perceived academic challenges. No support was found for the role of trust in government in the face of perceived academic challenges nor for the moderating role of trust in the university in the associations between COVID‐19‐related concerns and perceived academic challenges. In conclusion, the need of Arab students for emotional and academic support needs to be acknowledged as part of the efforts to promote academic success during the pandemic.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

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confidence: 99%

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Perceived academic challenges of Jewish and Arab undergraduates during the first wave of COVID‐19

et al. 2022

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“…Other research conducted during the pandemic has reported that women are at an increased risk of depression and anxiety [ 3 , 7 , 39 ]; and in studies conducted before the pandemic, female students consistently report higher levels of psychological distress than men [ 40 , 41 , 42 , 43 , 44 ]. COVID-19 may have more negatively affected female Arab students in Israel, who also experience gender and ethnic discrimination [ 45 ].…”

Section: Discussionmentioning

confidence: 99%

COVID-19 and Mental Health of Minority Arab Higher-Education Students in Israel: Social, Economic, and Academic Factors

Alfayumi‐Zeadna

Touma²,

Weinreich³

et al. 2022

IJERPH

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The mental health and well-being of higher-education students is a topic of growing interest. COVID-19 impacted higher education in many ways and the challenges were especially pronounced for minority students. This study examines the impact of COVID-19 on the mental health of Arab minority students in Israel in relation to social, academic, and financial factors. We recruited 420 Arab higher-education students enrolled in academic colleges or universities in Israel who completed a battery of online questionnaires. Mental health status was measured by the Depression, Anxiety, and Stress Scale 21 (DASS-21). Moderate to severe symptoms of depression, anxiety, and stress were reported by 49.3%, 45.2%, and 54% of Arab students, respectively. Analyses indicate that low quality of online learning, academic difficulties, and negative economic effects of COVID-19 predicted stress, anxiety, and depression. Women reported higher levels of depression and stress; job loss predicted depression and anxiety; low income predicted depression; and COVID-19-related health concerns predicted anxiety. This study highlights the unique and multiple challenges faced by minority students from disadvantaged backgrounds. Campus programs are needed to address the emotional needs of students. Longitudinal research is needed to more fully understand the impact of COVID-19 on higher-education students.

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Stagnation and De-segregation: The Expansion of Palestinian Arabs Education in Israel

Bar-Haim

2024

High Educ Policy

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Since the 1990s, Israel has gone through a significant academic educational expansion. However, the part of the Israeli citizen Palestinian Arab population in this expansion was delayed until the last decade. The purpose of this paper is to explore the nature of the delayed participation of the Arab population in academic educational expansion. Using age-period-cohort models and labor force surveys from 1995 until 2021, I present the trends in the increasing participation of Palestinian Arabs and Jews in academic education. The results suggest that the primary cause of this increase was a change in gender norms that enabled Palestinian Arab women to engage more fully in educational pursuits. The differences among the Arab population (Muslims, Druze, and Christians) are also discussed.

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‘A room of one's own’: remote learning among Palestinian-Arab female students in the Israeli periphery following the COVID-19 crisis

Cited by 7 publications

References 20 publications

Perceived academic challenges of Jewish and Arab undergraduates during the first wave of COVID‐19

Perceived academic challenges of Jewish and Arab undergraduates during the first wave of COVID‐19

COVID-19 and Mental Health of Minority Arab Higher-Education Students in Israel: Social, Economic, and Academic Factors

Stagnation and De-segregation: The Expansion of Palestinian Arabs Education in Israel

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