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The paper seeks to analyze the characteristics of higher education (HE) among Palestinian Arabs in Israel (PAI). It aims to indicate the main trends that have taken place in higher education since the establishment of the State of Israel, especially in the last decade, and to examine the main factors that have hindered access to higher education for this minority group.

The study is based on a meta‐analysis of official statistics and other official documents, and on an analysis of relevant recent research studies.

The analysis shows that although there has been an increase in the numbers and percentages of PAI studying in Israeli HE institutes, especially for women, structural blocks still hinder their access to Israeli HE institutes, a situation exacerbated by their deficient preparation in secondary school. Their disproportionate under‐representation in the HE system reflects policies relating to power distribution and control in Israeli society.

Policy favoring re‐distribution of power alongside affirmative action legislation could influence the structure of the HE system and improve PAI minority representation in Israeli HE institutes.

The paper indicates the need for affirmative action to increase the Palestinian minority population's access to higher education in Israel.

Attitudes toward minority employees are hard to predict, and there is no enough information about the variables that are associated with increased and decreased prejudice toward them. The Jewish and Arab education systems in Israel are, for the most part, segregated, which may potentially contribute to prejudice and alienation between the two populations. The integration of Israeli–Arab teachers in Jewish schools has been suggested to reduce prejudice. The current study sought to examine Israeli teachers' attitudes toward the inclusion of Arab teachers in Jewish schools (AJ) and its relation to degree of religiosity, minority status and demographic variables.

A total of 1,644 teachers completed an online 22-item questionnaire that surveyed background variables such as gender, mother tongue, seniority and degree of religiosity, the two independent variables, religiosity and minority status, and the dependent variable, attitude toward the inclusion of AJ.

Overall, teachers exhibited positive attitudes toward the integration of AJ. Multiple linear regression indicated that among Jewish teachers, the degree of religiosity was the strongest predictor of the teachers' attitudes toward inclusion but was a poor predictor among Arabs. Conversely, minority status was the strongest predictor among Arab teachers but was a poor predictor among Israeli Jews. Not only did religiosity differ in its prediction of attitudes among Arabs and Jews but also the patterns of religiosity were quite different among these two groups.

While the overall sample was wide, the specific minority groups that were examined were small and did not allow deep exploration of minority nuances. The study's generalizability is hampered by the given exceptionality of the Israeli context, where “Church” and State are not separated. Religiosity was examined in a unidimensional way and failed to explore other related factors that may be relevant, such as political inclination.

The study further refutes the notion of commonality among minorities. It proposes to place more emphasis on religion's role in attitudes toward minority employees. Further research into the role of religiosity in Israeli Jews' attitudes toward Arabs is needed.

The findings suggest that the degree of religiosity might be a central factor in Israeli Jews' attitudes toward the Arab minority in general.

The research calls attention to the association of Judaism and nationalism as well as segregation, contributing to negative attitudes and prejudice toward the Arab minority. Unlike previous research using contact theory, the authors call attention to the importance of examining willingness to make contact prior to examining the impact of contact itself.

The extent to which opposition movements engaged in contention are able to broaden the scope of their struggle has garnered the attention of scholars of ethnic conflict, social movements, and contentious politics alike. The ability to broaden the scope of contention is known as scale shift. It is of paramount importance in cases of ethnonationalist movements, given the nature of their claims and the oppressive and repressive sociopolitical setting in which they are often situated. Our study advances social movement theory by developing a more nuanced understanding of the process by analyzing rich historical evidence from a failed attempt of scale shift: the case of Israeli-Arab 1976 Land Day. Utilizing Tarrow and McAdam's (2003) model, we analyze scale shift and its constituent mechanisms of brokerage and diffusion as they operate across different political opportunity structures and encounter different levels and types of repression. Based on our findings, we modify the model by highlighting a set of intermediary mechanisms, namely individualization, segmentation, resource restriction, exclusion, co-optation, defection, and internalization/externalization. We argue that these intermediary mechanisms largely account for the failure of scale shift in the specific repressive settings of the Arab minority in Israel.

The chapter looks at policies regarding access to higher education (HE) for the Palestinian Arab minority in Israel (PAMI). Recently, HE among PAMI has expanded compared to previous years, but the proportion of PAMI students in Israeli institutions of HE (14%) is still not equal to the percentage of PAMI (20%). The Council for Higher Education (CHE) in Israel has been trying to increase the accessibility of PAMI students in institutions of HE through the implementation of several projects and academic programs and the expectation of reaching 17% in 2021. The chapter has three main aims: (1) to describe the decisions and recommendations of CHE for increasing the rate of peripheral students in HE, (2) to trace their implementation in HE institutions, and (3) to investigate the influences of these policies in schools through interviews with secondary school principals and secondary students in PAMI schools to understand how they act to improve students’ awareness of these initiatives and to improve access to HE for their graduates. A qualitative-phenomenological study analyzes policy guidelines regarding HE for PAMI as set out by the two main committees established by the Israeli CHE. The findings may have international significance since similar difficulties are encountered in access to HE among underprivileged or peripheral populations in other world states.

The purpose of this paper is to discuss the factors that attract (pull) or discourage (push) Palestinian students from Israel (PSI) to study at a Palestinian university, the Arab American University in Jenin (AAUJ), for the first time since the establishment of Israel in 1948.

A qualitative research method using in-depth interviews with 15 PSI who study at AAUJ attempts to define the motivations behind PSI preferring AAUJ, on one hand, and constraints, on the other hand.

The findings of the study show factors that attract PSI to study at the AAUJ and what subjects they choose to study there, the encounter with a similar culture and nationalism in a Palestinian campus in the occupied West Bank; the most significant difficulties and impediments they face there, whether economic or political, are discussed. This paper contributes to an understanding of the new national re-encounter between two Palestinian groups in a university campus, one under Israel’s occupation and the other that has Israeli citizenship.

It is a unique phenomenon in the trends of international students’ mobility in the world.

This study aims to expand the authors’ exploratory qualitative study, describing the characteristics of the flow of Palestinian Arab citizens of Israel (PAI) to Jordanian higher education (HE) institutes as an alternative to HE studies in Israel (Jordanization).

At this stage of the study, 460 PAI studying in six Jordanian universities answered a questionnaire indicating the factors that led them to seek HE in Jordan. Respondents’ comparisons between the Israeli and Jordanian HE systems were analysed.

Results showed that Jordanian HE attracts PAIs for practical reasons: lenient acceptance policy and better chances to graduate, while cultural and linguistic similarities between the PAI and Jordanian societies are less influential. Israel's HE is attractive for financial reasons and employment qualification.

Future research should compare the absorption of these graduates of Jordanian universities in Israel's labour market with the absorption of other graduates from Israeli and foreign universities.

The under‐representative proportion of PAI students in Israeli universities indicates the need for diversified programmes and reforms to bring more PAI students into Israeli campuses. Pre‐academic programmes focusing on acquisition of academic learning skills could assist PAI students during their first academic year and help prevent dropout.

This study provides unique and specific knowledge concerning the topic of indigenous ethnic minorities who migrate to study outside their states.

Drawing 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.

A 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.

In 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.

The 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.

This study investigated the association between structural conditions and social incentives and their effect on the ethnic composition of mobile social networks. Regarding structural conditions, we examined the role of the ethnic group’s size, socioeconomic status, and heterogeneity of the city in which the business was located. Regarding social incentives, we investigated the social diversification hypothesis, which expects that residentially and socially segregated minority groups will take advantage of mobile communications to diversify their mobile communication ties with outgroup members.

Two data sets were used. The first was the aggregation of the mobile communication patterns of business customers as measured by one of Israel’s mobile phone operators in April 2010. The database included 9,099 call data records. The second was a data set of the social characteristics of 103 Israeli cities from the Israeli Bureau of Statistics. Both data sets were merged according to the place of residence of each customer.

Israeli Arab businesses in homogeneous Jewish and mixed cities operate in an environment with more structural opportunities to create outgroup ethnic ties than Arab businesses in homogeneous Arab cities. Jewish businesses in ethnically mixed cities have more outgroup mobile ties than comparable businesses in homogenous Jewish cities.

We expand previous models and suggest a structural diversification approach in which ethnic mobile social networks vary across homogeneous and ethnically mixed cities. These variations result in different social incentives as the diversification approach assumed, as well as different structural conditions, as the structural approach indicates.

The aim of this paper is to investigate the Islamic work ethic (IWE) and individualism among Arab college students in Israel, who represent an ethnic and religious minority in a western‐oriented state.

The participants included 837 male and female Arab college students from an academic and a technical college in northern Israel. Most participants (64 percent) were Academic college students. Two measures were used: the IWE and individualism scales developed by Ali. Correlation analysis and two‐way multivariate analysis were used to analyze the data.

There was a strong and highly significant correlation between the IWE and individualism scales. Academic college students scored significantly higher than technical college students on both scales. There were significant interactions between gender and marital status, and college type and year of studies, on the scales.

Within the multi‐cultural context of Arab college students in Israel, the IWE and individualism scales emerged as reliable, practical measures for understanding the work‐related values of Arab college students in Israel.

This study is the first in the published literature to use the IWE and individualism scales among Arab students who were not raised in a homogeneous Islamic cultural context. Although the Arab minority in Israel is exposed to Israeli and Western, as well as Islamic, cultural and organizational influences, IWE scale proved to be highly reliable for this population. The IWE and individualism scales, used together, were uniquely effective for capturing the many nuances of work‐related values in this complex, multi‐cultural context.

The purpose of this paper is to examine Arab teachers’ motivations and justifications for choosing a college for postgraduate studies.

During the academic year 2014, the authors administered questionnaires to 150 Arab teachers studying postgraduate courses at a peripheral all-Arab teacher-training college in order to investigate their motivations for engaging in postgraduate studies and their justifications for choosing this college.

Findings indicated that the strongest motivation expressed by the students is intrinsic: desires for self-fulfillment and further education. Aspirations for social mobility also motivate the Arab teachers, while professional development is of less importance. Convenience (proximity to home and employment prospects while studying) determines the justification to choose this college. The reputation of the college was of less importance. Correlation and predictive tests reveal no connection between the level of intrinsic motivations and factors for choosing this college. Extrinsic motivations positively correlate with the justifications of convenience and reputation.

The conclusion is that for the Arab teachers, the possibility to pursue postgraduate studies at a peripheral all-Arab teacher-training college near home answers the needs of those looking for professional development.

The paper contributes to the authors’ understanding of teachers’ choice of a higher education institution for their postgraduate studies and professional developement.