Attitudes toward Students with Learning Disabilities in the Arab Druze Society

Raviv, Anat; Bader, Noha

doi:10.18848/2327-0128/cgp/v28i01/93-108

Cited by 1 publication

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“…The findings reinforce and illustrate the complex challenges in Arab society in Israel, in general (Arar & Haj‐Yehia, 2012; Ayalon et al., 2019), and among Druze society, in particular, regarding coping with higher education. In a situation of structured power relations between Israeli Jews and Arabs in Israel (Abu‐Asbah, 2013), inequality in educational opportunities from early childhood, characterized by less care and support for the Druze population (Raviv & Bader, 2021) leads, in later stages, to inherent inequality in opportunities for higher education. This is particularly evident among families from low socioeconomic backgrounds (Madar & Danoch, 2021) or among students from schools classified as having a low socioeconomic status (Addi‐Raccah, 2021).…”

Section: Discussionmentioning

confidence: 99%

‘You don't have to be educated to help your child’: Parental involvement among first generation of higher education Druze students in Israel

Shams,

Grinshtain,

Dror

2024

Higher Education Quarterly

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First‐generation students cope with challenges deriving from a lack of knowledge regarding higher education. This lack of knowledge is particularly relevant for minorities groups. In this context, parental involvement can be regarded as a meaningful pathway for enrolment and advancement in higher education. The study examined the perceptions of Druze students from the Golan Heights in Israel, who are considered to be a minority group and are first‐generation students, regarding their parents' involvement in their higher education studies. 15 Druze were interviewed. Using thematic analysis, it was found that parents' support is reflected in a high appreciation of education, due to the absence of opportunities during their own childhood, alongside moral and indirect academic support. The study contributes to understanding the intersection of being part of the Druze minority with being first‐generation students, highlighting these students' ways of overcoming barriers in the context of national and ethnic challenges.

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