Emigration for Higher Education: The Case of Palestinians Living in Israel Studying in Jordan

Abstract

universities, the effects of precollege environments and experiences on college diversity outcomes and whether college diversity experiences can prevent the cycle of segregation from continuing were explored. The findings revealed that precollege environments and experiences affected the students' cross-racial interactions, attitudes about racial discrimination, and other diversity-related outcomes while in college. Whereas having an all-White peer group prior to college negatively predicted positive cross-racial interactions in college for the White students, having an all-White peer group had the opposite effect on the non-White students. A racially diverse college environment had a more pronounced positive effect on the positive cross-racial interactions of the White students than it did for the non-White students. Positive cross-racial interactions were also positively associated with participating in academic support services and spending more hours per week socializing. The White students who joined Greek organizations after coming from predominantly White precollege environments were less likely to engage in positive cross-racial interactions, as were the non-White students who lived in culturally themed residences. The institution's structural diversity had a pronounced positive effect on positive cross-racial interactions, especially for the White students who came from predominantly white environments. (42 ref)-Higher Education Administration, University of Texas, Austin.

Gender and higher education in different national spaces: Female Palestinian students attending Israeli and Jordanian universities

“…By contrast, 63% of Muslim women students in Israel (in the 2006-2007 academic year) were studying the humanities, 22% education, 10% social sciences and only 5% biology, medicine or the paramedical professions. Studies in Jordan thus provide a window of opportunities for Muslim women who have the option, for the first time, to study medicine and the health professions that have high social status and high job mobility (Arar and Haj-Yehia 2010). This situation may influence a change in their social status in the direction of gender convergence (Weiner-Levy 2008).…”

Ethno-Religious Differences in Israeli Higher Education: Vertical and Horizontal Dimensions

“…Arab high school graduates who do not feel proficient enough in Hebrew may therefore choose not to enroll in Israeli higher education institutions. A recent study on Arab students from Israel studying in Jordanian tertiary institutions showed that one of the reasons for their decision was the desire to study in Arabic (Arar and Haj Yehia, 2010).…”

First-Year Female College Students’ Academic Motivation as a Function of Perceived Parenting Styles: A Contextual Perspective

“…Demographic variables could also be suggested as possible predictors of learning motivations. For example, studies (Abu-Rabia-Queder and Weiner-Levi 2008; Arar and Haj-Yehia 2010;Connor 2004) suggest that Palestinian-Arabs, as other minorities living in the periphery of Israel, have come to grasp the importance of higher education as a means of social and economic mobility. Therefore, an ongoing parental pressure on minority First-Year College Students' Academic Motivation students to attain high grades, which often results in the emphasis of outcomes rather than learning goals (Alt and Geiger 2012), can be attributed to demographic variables rather than cultural aspects.…”