PurposeThis paper aims to provide useful insights into educational under‐achievement among Palestinian Arab citizens of Israel (PAI), investigating the perceptions of local educational administrators (LEAs) towards the education system and its modus vivendi, to uncover difficulties and suggest directions to improve the processes and achievements of the PAI education system.Design/methodology/approachQualitative interviews were conducted with 16 stakeholders in local education (mayors, education department managers; school principals and parents’ representatives) in four Arab local governments in Israel to elucidate attitudes toward education.FindingsThe small random sample cannot claim to be representative however worrying problems were revealed: deficient resources in comparison to the Jewish education system; an ineffective political culture in local government; inferior status and problematic functioning of Arab education department heads and lack of inclusion of professionals and parents in decision‐making. These factors negatively impact the education system and its products.Originality/valueThe paper suggests local government should determine appropriate local policy, positioning education as a high priority with efficient education departments, more professional staff, and suitable education programs. Additionally state government should provide equal resources for the Arab education system, to lever Arab education in Israel.

Current research indicates that parental involvement positively influences children's academic success. This study investigates parental involvement in the Arab education system in Israel, highlighting involvement in the New Horizon reform. We interviewed school principals and parent committee chairpersons from 15 Arab schools. The study confirmed recognized parent involvement patterns in schools: First, schools avoid involving parents, thereby limiting participation to material assistance. Second, schools view parents as a threat. Third, parents feel that schools promote academic achievement rather than education. We suggest paths to encourage meaningful parent involvement to improve the Arab education system in Israel, relevant also to educators in other developing societies.

PurposeDrawing upon the disadvantage theory, the purpose of this paper is to investigate patterns of entrepreneurship evolving under conditions of double discrimination characterizing the situation of Arab women entrepreneurs in Israel.Design/methodology/approachA comprehensive questionnaire was administered in 2006 to a sample of 405 Arab‐Muslim women entrepreneurs in the northern and southern “triangle” of Israel. The authors used a snowball convenient method, contacting business women in the “triangle” area by word of mouth. Based on data provided by the Center of Fostering Entrepreneurship (in Hebrew “MATI”) in Bakka el Garbia, it was assumed that about 80 percent of all Arab women business owners in this particular area had been reached.FindingsIn line with the literature, it was found that under conditions of double discrimination a rather traditional type of entrepreneurship evolves, but the authors' findings do not confirm that these businesses are necessarily marginal and illegal. Instead the authors found a variety of types; the majority of which the authors would call community‐based traditional micro‐enterprises.Originality/valueThe paper adds to the understanding of entrepreneurial patterns emerging under conditions of discrimination. It is believed to be one of the very first studies directly investigating a large group of Arab women entrepreneurs in Israel; therefore the understanding of the personal and business characteristics of these women is of major importance.

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