Awareness without legitimation: the Israeli educational systems response to cultural differences

Horowitz, Tamar

doi:10.1080/0268093880030101

Cited by 3 publications

(3 citation statements)

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“…Finally, their social status is clearly lower, and they have brought from their former cultures distinctively different notions and values. For instance, one easily detects differential command of Hebrew, as well as behavioral styles dissonant with the prevailing school culture, resulting in unfavorable status evaluation of the newcomers as compared to the Zabarim (Horowitz, 1991(Horowitz, , 1999Horowitz & Leshem, 1998;Shabtay, 1999).…”

Section: Methods Participantsmentioning

confidence: 98%

“…Our contribution to existing studies of the quite recent immigration from the former USSR and Ethiopia to Israel (e.g. Ben Rafael, Olshtain, & Geijst, 1994, 1997Horowitz, 1991Horowitz, , 1999Lissak, 1995;Schwartzwald & Tur Caspa, 1997;Vertberg, 1994;Zilberg & Leshem, 1996) is two-fold. The two immigrant groups were not investigated simultaneously before, and the subject was not researched by simultaneous use of these distinct models regarding cognitive construction of immigrant identity.…”

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confidence: 98%

“…expected to relinquish their original culture and accept the Israeli version of the old-timers' East-European Jewish culture (Eisenstadt, 1952;Horowitz, 1991;Kimmerling, 1999). The newcomers, especially during the early decades after the establishment of the State, seemed to conform to the hegemonic representation of klita, and did their best, with considerable success, to look and behave as native-born Israelis (Zabarim) (Kimmerling, 1998(Kimmerling, , 1999.…”

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confidence: 99%

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Immigrant identity of Israeli adolescents from Ethiopia and the former USSR: culture‐specific principles of organization

Orr

Mana

2002

Euro J Social Psych

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The study examines how a sample of 210 high-school immigrant students (ages 14-15) from Ethiopia and the former USSR socially represent their notion of what klitat aliyah (successful adaptation to Israel) means. Prevalent relevant theories-Berry's model of Acculturation Tendencies (BAT), Social Identity Theory (SIT) and Social Comparison Theory (SCT)-suggest three kinds of patterns by which minority or socially weak groups deal with these kinds of situations. These underlying patterns were tested by a 47-item questionnaire (with a 4-point Likert-like scale), constructed from immigrant narratives regarding their klitat aliyah according to SIT, SCT and BAT categories of adaptation strategies. A Guttman non-parametric Similarity Structure Analysis (SSA) revealed four-facet organization of items for both males and females in both sub-samples. These facets, which reflected social representations of Israeli society, were dubbed: Extended Identity, Rivalry Identity, Secluded Identity and Identity Loss. Results did not confirm the underlying categorization of strategies suggested by SIT and SCT, and partially replicated those suggested by BAT.

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Section: Methods Participantsmentioning

confidence: 98%

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confidence: 98%

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confidence: 99%

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Immigrant identity of Israeli adolescents from Ethiopia and the former USSR: culture‐specific principles of organization

Orr

Mana

2002

Euro J Social Psych

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Cooperative learning in Israel: Historical, cultural and educational perspectives

Hertz‐Lazarowitz

Zelniker

1995

International Journal of Educational Research

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Absorption of CIS Immigrants into Israeli Schools: A Semipermeable Enclave Model

Resnik¹,

Sabar

Shoham³

et al. 2001

Anthropology & Edu Quarterly

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National ideology, institutional arrangements, and immigrant community self‐image should be taken into account in order to understand the way immigrant students insert themselves into their host society. We found that immigrant students from the CIS (the former Soviet Union) adopted a “semipermeable enclave” mode of integration into the Israeli education system in the 1990s. CIS immigrants' high self‐esteem along with the schools' so‐called “pluralistic ideology” and ineffective arrangements to apply the official assimilationist national ideology produced this new absorption pattern. Because immigrant children's integration into schools is a dynamic and dialectic process resulting from the interaction between immigrants and the host society, its analysis must take into consideration not only educational policies, but also social conditions such as power relations between different ethnic groups, as well as the characteristics of the specific immigrant community.

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Awareness without legitimation: the Israeli educational systems response to cultural differences

Cited by 3 publications

References 1 publication

Immigrant identity of Israeli adolescents from Ethiopia and the former USSR: culture‐specific principles of organization

Immigrant identity of Israeli adolescents from Ethiopia and the former USSR: culture‐specific principles of organization

Cooperative learning in Israel: Historical, cultural and educational perspectives

Absorption of CIS Immigrants into Israeli Schools: A Semipermeable Enclave Model

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