Our paper presents the results of a study which was conducted between 2016 and 2019 in a high school in Budapest. The research attempted to measure the impact of the Haver Foundation’s activities on high-school students. The Foundation implements activities about Jewish identity, thus we intended to see whether the different activities of the Foundation changed the attitudes of high-school students, and whether they affected the formers’ level of knowledge and the associations they make with Jews. In line with the sensitivity and complexity of the research topic, and in order to create the broadest analytical framework, we followed several classes in a longitudinal setting by triangulating our methods. Results confirm the importance of these activities, especially with regard to the increase in the level of knowledge about Jews and Judaism. They also indicate that there is a need for such informal settings in high-school education. However, more extensive research needs to be carried out to obtain more accurate results about the reduction of prejudices.

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Identity is a heavily researched topic because of its fluid nature. One's identity is constantly changing; thus, it is hard to study. This paper presents the results of research conducted among Hungarian immigrants in Israel. The self-identification of Hungarian Jews living in Israel is incoherent and complex. The interviewees wanted to present themselves as having different degrees of Hungarian identity (sometimes stronger, sometimes weaker) than they actually seem to have. As the results of this research suggest, self-identification should be studied using qualitative methods in particular.