How The Future Orientation of Traditional Israeli Palestinian Girls Links Beliefs about Women's Roles and Academic Achievement

Abstract

A model in which future orientation links perceived fathers' and girls' beliefs about traditional women's roles and academic achievement was tested on data collected from traditional Israeli Palestinian girls (N = 295) attending a Moslem all-girl senior high school. LISREL analyses estimated two empirical models pertaining to educational and family future orientation. The estimated models showed that fathers' perceived beliefs were directly linked to academic achievement and future orientation partially mediated the relationships between girls' beliefs about women's roles and academic achievement. Girls' beliefs were negatively linked to the educational future orientation and positively linked to the family future orientation, and the educational model explained a larger percent of the variance of academic achievement than did the family model.

Cultural values and Facebook use among Palestinian youth in Israel

“…Concentrated in cities and villages in northern Israel, this is a heterogeneous group with varied and complicated relationships with the Jewish mainstream. Israeli Palestinians are generally Muslim, involving them in the global and local conflict between Westernized modernization and traditional religiosity (Al-Haj, 2000; Seginar & Mahajna, 2004).…”

“…This ethnic group varies in the degree to which it is adopting these values, making it a perfect candidate for the study of the implications of these variations with regard to the motivations for and patterns of Facebook use (AlHaj, 1995;Haj-Yahia, 2000Seginar & Mahajna, 2004). The contribution of this study is that explores the role of variations in the cultural values and attitudes of young people and their association with the motivations for using Facebook, particularly in light of privacy concerns and level of trust.…”

Stigma Consciousness in the Classroom: A Comparison of Pakistani Women’s Motivation and Well-being in Science and Non-science Fields of Study

“…Assuming stigma consciousness for Pakistani women in higher education is widespread; we would not expect this to be limited to science related fields. Yet, there is a recent trend for education to take priority over marriage in some Muslim communities (e.g., Seginer and Mahajna 2004) suggesting that perhaps the cultural expectations regarding Pakistani women and education are changing. In addition, there is a "positive spillover" trend in Middle Eastern (and other) cultures such that as more men attend institutions of higher education, the percentage of women interested in pursuing higher education also increases (Ramirez and Wotipka 2001).…”

Exploring the effects of changes in future time perspective and perceived instrumentality on graded performance

“…Rather, some important variables such as students' cultural backgrounds may relate to gender, which, in turn, may differentiate the relationship between gender and GP. Indeed, recent evidence suggests that an individual's gender can not solely be explained by its biological origins, but also by its socio-cultural origins (see, for example, Seginer & Mahajna, 2004) which are more evident in educational settings (see Moé & Pazzaglia, 2006 for some recent evidence about how these gender-stereotypes are effective on academic achievement). Therefore, cultural background and gender interaction may play an important role in academic achievement and/or GP, which needs also further investigation to shed light on those mixed results regarding the relationship between academic achievement and gender (Greene & DeBacker, 2004).…”