The Educational Experience and Performance of Immigrant and Minority Students in Israel

Eisikovits, Rivka A.

doi:10.1525/aeq.1997.28.3.394

Cited by 24 publications

(12 citation statements)

References 17 publications

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“…A comparison between the Jewish and Palestinian educational systems shows that the latter lacks a modern infrastructure, facilities and equipment and an equal allocation of resources (Eisikovits, 1997). Moreover, the Palestinian state-school system has a significantly lower holding power, resulting from high attrition among Palestinian students.…”

Section: The Context Of the Studymentioning

confidence: 99%

The effects of high school context and interpersonal factors on students? educational expectations: a multi-level model

Khattab

2005

Soc Psychol Educ

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This study examines the effects of some aspects of the school normative, academic and institutional context together with individual and interpersonal factors, on educational expectations among Palestinian students in Israel. The data consist of a sub-sample of 1601 students in 40 high schools. Hierarchical linear modelling technique (Multilevel analysis) is used to investigate the effect of the school context and the interpersonal factors on students' educational expectations (SEE). The results of this study clearly demonstrate that both sets of variables are highly related to the outcome variable, providing new evidence that SEE, perhaps like other educational outcomes, are developed through interpersonal and contextual effects. While recent research indicates that the school institutional context mediates the effects of interpersonal factors (Buchmann & Dalton, 2002), this study suggests that among Palestinian students in Israel, interpersonal relations exert significant influences on SEE, regardless of, or despite, the school's institutional context.

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Section: The Context Of the Studymentioning

confidence: 99%

The effects of high school context and interpersonal factors on students? educational expectations: a multi-level model

Khattab

2005

Soc Psychol Educ

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“…On the other hand, the results show that immigrant adolescents with stronger ties to Israeli peers (more social resources) were less likely to be enrolled in academic and professional tracks. The latter finding is an illustration of the accommodation-withoutassimilation hypothesis, which suggests that immigrant youth are better off academically when they are not exposed to the adverse dispositional influence of the local youth and are 'protected' from that influence by the strong pro-educational attitudes of their families and immigrant community (Gibson, 1987;Kao & Tienda, 1995;Eisikovitz, 1997;Portes & Rumbaut, 2001;Kao, 2004). Immigrant families, especially shortly after their arrival in the host country, tend to reside in relatively disadvantaged neighborhoods where housing is cheap.…”

Section: Discussionmentioning

confidence: 99%

“…It is important to note, however, that social relations do not necessarily always contribute to educational achievement and attainment. The exposure to an adverse dispositional influence may become a barrier to the successful adaptation of youth in the new country (Kao & Tienda, 1995;Eisikovitz, 1997;Portes & Rumbaut, 2001;Kao, 2004).…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Unequal Educational Outcomes among First-Generation Immigrants: The Case of Youth from the Former Soviet Union in Israel

Bodovski

Benavot

2006

Research in Comparative and International Education

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This study focuses on school enrollment and patterns of track placement in the Israeli secondary education system among immigrant youth from the former Soviet Union. This unique case is discussed in the light of segmented assimilation theory and the accommodation-without-assimilation hypothesis. The findings of the study conclude that a family's previous socio-economic status is more important than its current socio-economic status in determining the educational outcomes of immigrant youth; students whose mothers possess higher educational qualifications are more likely to be enrolled in Israeli high schools and intend to complete all necessary matriculation examinations than children whose mothers have lower educational qualifications; immigrant youth with a previous record of high academic achievements in the Soviet Union had stronger matriculation intentions and were more likely to be enrolled in academic tracks; a student's proficiency in Hebrew had strong, significant effects on enrollment status, educational intentions and track placement; youth reporting negative relations with Israeli peers and frequent arguments with parents over smoking, alcohol and drugs were more likely to drop out and have lower educational intentions; and immigrant adolescents with stronger ties to Israeli peers were less likely to be enrolled in academic and professional tracks.

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“…In the sphere of education, Israeli Palestinians have a higher student-to-teacher ratio, less equipped schools, insuffi cient vocational education, and lower achievement levels (Smooha 1988;al-Haj 1995;Eisikovits 1997). At the level of higher education, Palestinians are also under-represented (Guri-Rosenblit 1996;1999), comprising a mere 8% of Israeli students (I/CBS 2004).…”

Section: Research Settings Palestinian Citizens Of Israelmentioning

confidence: 99%

Masculinity and Marginality

Birenbaum‐Carmeli¹,

Inhorn²

2009

Journal of Middle East Women's Studies

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Male infertility, which contributes to roughly 60–70% of infertility cases in the Middle East, is especially agonizing in this region, where fatherhood is crucial to achieving masculine adulthood and community standing. In this paper, we compare the infertility experience of two groups of Palestinian men, one living in Israel and the other in Lebanon. The study is based on ethnographic interviews conducted with 24 men between 2003 and 2007. The findings cluster at three levels of daily experience. At the subjective level, men express a sense of “asynchronization,” namely, feeling as if they are lagging behind or deviating from the normal masculine life trajectory. At the community level, men vary greatly in their disclosure practices, but all are preoccupied with monitoring the flow of infertility-related information. We attribute the centrality of this gate-keeping activity to the stigma of infertility and related treatments. At the societal level, the state’s role acquires heightened significance, owing to the marginalized minority status of Palestinian men in both countries. Our comparison reveals two contrasting situations: In Lebanon, the high cost of treatment places it beyond the reach of many Palestinians, thus epitomizing their civil marginality and poverty. In Israel, where fertility treatment is state-funded, eligibility on the grounds of one’s Israeli citizenship comprises a relatively positive experience for Palestinian men, who are otherwise routinely discriminated against in crucial life domains. More generally, the study illustrates how advanced fertility treatments, in their global spread, serve to entrench ideas of reproductive normalcy, individuality, and citizenship.

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The Educational Experience and Performance of Immigrant and Minority Students in Israel

Cited by 24 publications

References 17 publications

The effects of high school context and interpersonal factors on students? educational expectations: a multi-level model

The effects of high school context and interpersonal factors on students? educational expectations: a multi-level model

Unequal Educational Outcomes among First-Generation Immigrants: The Case of Youth from the Former Soviet Union in Israel

Masculinity and Marginality

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