Higher education for Palestinian Muslim female students in Israel and Jordan: migration and identity formation

Arar, Khalid; Masry-Herzallah, Asmahan; Haj-Yehia, Kussai

doi:10.1080/0305764x.2012.749391

Cited by 22 publications

(23 citation statements)

References 41 publications

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“…Arab Muslim women who studied in the Hebrew University reported initial culture shock and found assimilation difficult, due to the unfamiliar learning content and the difficulty in coping with foreign languages Hebrew and English as their second and third languages (Al-Haj, 2003;Arar et al, 2013), an unfamiliar culture, different study majors, the large size of the classes, and distant relations with lecturers, etc. (Erdreich, 2006).…”

Section: Discussionmentioning

confidence: 99%

“…To study at either the David Yellin College or the Hebrew University in Jerusalem, most Arab women have to leave their home communities and live outside their homes. The broad public space in which Arab women find they are able to move in Jerusalem helps them to crystallize their identity in a different way and equips them to advance in a pluralistic world and to accept it (Arar et al, 2013), whereas the much narrower space afforded by the Arab stream in the Beit Berl College is restricting, especially as most of the Arab women who attend the college return home each evening to their families.…”

Section: Discussionmentioning

confidence: 99%

“…This is especially so for populations under political and/or social subordination or for those who desire empowerment and improved access to knowledge and material resources (Christopher et al, 2001;Wang, 2004). Academic institutions enable individuals to acquire personal, and/or cultural-political capital (Arar et al, 2013;Brooks and Waters, 2011;Gilat and Hertz-Lazarowitz, 2009). Political activity on academic campuses assists students' empowerment process, as they learn leadership skills and participate in social and political movements (Abu-Rabia-Queder and Arar, 2011;Arar and Oplatka, 2011;Oplatka and Lapidot, 2012).…”

Section: Introductionmentioning

confidence: 99%

“…Scholars have described difficulties met by Arab students when they attempt to enter Israel's HE institutes, including their disadvantaged status due to deficient resources of the Arab education system (Mazawi, 1999) and the need for Hebrew and English proficiency (second and third languages for Arab students) (Abu-Rabia-Queder and Arar, 2011;Al-Haj, 2003;Arar and Oplatka, 2011). The most significant difficulty, especially for Arab women students is the cultural difference between Arab-Muslim traditional communities and "western" Israeli campuses that expose Arab students to a mix of ethnicities and nationalities and different attitudes concerning gender (Arar et al, 2013;Erdreich, 2006), even to the extent of "culture shock" ( John, 1989;Oplatka and Lapidot, 2012). This is especially so when exposure to Israeli cultural norms is accompanied by emotional and financial difficulties, engendering anxiety and a sense of alienation (Abu-Rabia-Queder and Arar, 2011;Arar and Oplatka, 2011).…”

Section: Introductionmentioning

confidence: 99%

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Cultural pluralism increases difficulties in learning experiences yet advances identity formation for Muslim Arab female students at higher education institutions in Israel

Arar¹,

Masry-Herzallah²

2014

Journal of Applied Research in Higher Education

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Purpose – The purpose of this paper is to examine how learning experiences are shaped for Arab Muslim women students by the different educational approaches (teaching style, relations with lecturers and types of knowledge) and extent of cultural pluralism in three different higher education (HE) campuses in Israel. Design/methodology/approach – To clarify these issues the authors conducted narrative interviews with 12 Arab Muslim women students in the Hebrew University and in two academic colleges. Significant differences were found in the women's experiences between the university and the two academic colleges. Findings – Arab women had difficulty integrating in the university in contrast to a supportive more familiar environment in the colleges. The different environments also had different implications for the women's identity formation. The findings indicate that since Arab women students have specific needs stemming from their different socio-cultural background, they should be assisted in their integration in academic courses with preparatory instruction and guidance. Originality/value – Implications for minority students in different HE campuses are discussed.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Cultural pluralism increases difficulties in learning experiences yet advances identity formation for Muslim Arab female students at higher education institutions in Israel

Arar¹,

Masry-Herzallah²

2014

Journal of Applied Research in Higher Education

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“…Some implications of culture on women were examined in several studies conducted in the Palestinian context (Arar, Masry-Harzalla, & Haj-Yehia, 2013;Abu-Rabia-Queder & Arar, 2011 � ;Arar & Abramovitz, 2013;Abu-Rabia-Queder & Oplatka, 2008). , for example, examined whether the movement of female Palestinian students to study in the Hebrew University of Jerusalem or Jordanian universities has any long-term effects on their identity and behaviour.…”

Section: Studies On Refusals In Cross-cultural Contextsmentioning

confidence: 99%

Gendered refusals in the Palestinian Arabic culture: implications for multicultural diverse educational contexts

Abuarrah

Lochtman

2019

Multicultural Education Review

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

Stock

Ron

2023

Conflict Resolution Qtrly

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This study examines the experiences of Palestinian students at one of the largest universities in Israel, where most of the faculty members and students are Jewish and the language of study is Hebrew. A thematic content analysis of 15 in‐depth interviews was conducted with Palestinian students who are citizens of Israel or permanent residents living in East Jerusalem. It revealed the challenges at a Jewish‐dominated university on both an academic and a social level. Participants reported that increased exposure to their Jewish counterparts and acquiring greater proficiency in Hebrew facilitated improved intergroup contact with Jewish students. In contrast, the constraints of asymmetry, political tension, and a lack of Hebrew proficiency acted as barriers and were described as major causes of division between Palestinian and Jewish students. Furthermore, constant exposure to Jewish majority culture and the Hebrew language is found to be linked to a strong sense of Palestinian group identity. These findings expand our understanding of the interrelations between language, power and identity in asymmetric intergroup relationships.

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Higher education for Palestinian Muslim female students in Israel and Jordan: migration and identity formation

Cited by 22 publications

References 41 publications

Cultural pluralism increases difficulties in learning experiences yet advances identity formation for Muslim Arab female students at higher education institutions in Israel

Cultural pluralism increases difficulties in learning experiences yet advances identity formation for Muslim Arab female students at higher education institutions in Israel

Gendered refusals in the Palestinian Arabic culture: implications for multicultural diverse educational contexts

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

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