Engaging complex diversity in academic institution: The case of “triple periphery” in a context of a divided society

Abstract

This research examines how faculty members working in complex sociopolitical context cope with campus diversity. Through 20 focus groups comprised of faculty members representing all of the departments at one academic institution, we investigated the participants' experiences with student diversity. The findings show that the protracted Israeli–Palestinian conflict seeps into classroom interactions. This infiltration of the protracted conflict is particularly salient during escalations of the conflict. The participants feel they are unable to address these difficulties, experience isolation, fear, and a lack of support. The study expands understanding of how employees cope with political tensions in a real‐life setting.

Issues of integration, language and identity among Palestinian students at an Israeli “Hebrew‐speaking” University

“…The interviews suggest that in times of stronger political tension, attitudes toward Jewish-Israeli students tend to be more negative and separation between the groups grows. The findings confirm previous findings about the infiltration of the Israeli-Palestinian conflict into classroom interactions (Raz Rotem et al, 2021), and about stronger stereotyping behavior among Jewish-Israeli students toward Palestinian students in times of conflict compared to more peaceful times (Bar-Tal & Labin, 2001). Following that, our study showed that although the university can provide a valuable space for Palestinian students to learn about their Jewish counterparts, the constraints of asymmetry and political tension remain and continue to influence the quality of interactions.…”

“…Our interviewees reported facing initial difficulties and described how they reshaped their own cultural identities, learned to cope with stressful interpersonal situations and gained an improved understanding of the other. In this sense, the university can provide a special space that allows for encounters between groups in a volatile intergroup situation as sensitive as that involving the Arab‐Palestinian minority and the Jewish majority in Israel, particularly in the potentially explosive situation of Jewish‐Palestinian relations in Jerusalem (de Vries & Majlaton, 2021; Desivilya et al, 2017; Hager & Jabareen, 2016; Raz Rotem et al, 2021). The picture that emerges from the interviews indicates that the asymmetry and separation present in society seem to be reflected in a university context as well.…”

“…Recent studies have begun to consider the experiences of Palestinian students at Israeli institutes of higher education (Abu‐Kaf & Khalaf, 2020; Arar, 2017; Desivilya et al, 2017; Flum & Kaplan, 2016; Halabi, 2016; Raz Rotem et al, 2021). Israeli universities are seen as a manifestation of the Zionist program, and classes are almost exclusively in Hebrew (Halabi, 2016).…”

“…The present study aligns itself with other studies conducted on Palestinian minority students in Israel (Abu‐Kaf & Khalaf, 2020; Arar, 2017; Halabi, 2016). Whereas some studies have focused on the perspectives and experiences of academic staff with student diversity (Desivilya et al, 2017; Raz Rotem et al, 2021), and others have dealt with issues of identity formation, social activism, or social and academic exclusion (Arar, 2017; Halabi, 2016), this study aims to explore the specific role played by language use and its effects on personal and group identity in an academic and interpersonal context.…”

“…This study focuses on the experience of Palestinian Arab students who are citizens of Israel or permanent residents living in East Jerusalem, at one of the most prominent universities in Israel. Recent studies dealing with the experience of Palestinian students (Arar, 2017; Halabi, 2016), as well as those examining the perspectives and experiences of academic staff with student diversity (Desivilya et al, 2017; Raz Rotem et al, 2021), have taken into account issues surrounding Palestinian identity and discrimination on Israeli campuses. Abu‐Kaf and Khalaf (2020) revealed an association between acculturative stress and depressive symptoms among Palestinian Arab students at Israeli colleges and universities.…”