停滞与去隔离：以色列巴勒斯坦阿拉伯人教育的扩展

IF 1.7 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Higher Education Policy Pub Date : 2024-02-02 DOI:10.1057/s41307-023-00336-x

Eyal Bar-Haim

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引用次数: 0

摘要

自 20 世纪 90 年代以来，以色列的学术教育有了显著的发展。然而，以色列公民中的巴勒斯坦阿拉伯人迟迟未能参与到这一扩张中来，直到最近十年。本文旨在探讨阿拉伯人口延迟参与学术教育扩张的性质。通过使用 1995 年至 2021 年的年龄段-队列模型和劳动力调查，我介绍了巴勒斯坦阿拉伯人和犹太人越来越多地参与学术教育的趋势。结果表明，这一增长的主要原因是性别规范的改变，使巴勒斯坦阿拉伯妇女能够更充分地参与教育追求。还讨论了阿拉伯人口（穆斯林、德鲁兹教徒和基督教徒）之间的差异。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Stagnation and De-segregation: The Expansion of Palestinian Arabs Education in Israel

Since the 1990s, Israel has gone through a significant academic educational expansion. However, the part of the Israeli citizen Palestinian Arab population in this expansion was delayed until the last decade. The purpose of this paper is to explore the nature of the delayed participation of the Arab population in academic educational expansion. Using age-period-cohort models and labor force surveys from 1995 until 2021, I present the trends in the increasing participation of Palestinian Arabs and Jews in academic education. The results suggest that the primary cause of this increase was a change in gender norms that enabled Palestinian Arab women to engage more fully in educational pursuits. The differences among the Arab population (Muslims, Druze, and Christians) are also discussed.

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来源期刊

Higher Education Policy EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

4.60

自引率

6.20%

发文量

期刊介绍： Higher Education Policy is an international peer-reviewed and SSCI-indexed academic journal focusing on higher education policy in a broad sense. The journal considers submissions that discuss national and supra-national higher education policies and/or analyse their impacts on higher education institutions or the academic community: leadership, faculty, staff and students, but also considers papers that deal with governance and policy issues at the level of higher education institutions. Critical analyses, empirical investigations (either qualitative or quantitative), and theoretical-conceptual contributions are equally welcome, but for all submissions the requirement is that papers be embedded in the relevant academic literature and contribute to furthering our understanding of policy. The journal has a preference for papers that are written from a disciplinary or interdisciplinary perspective. In the past, contributors have relied on perspectives from public administration, political science, sociology, history, economics and law, but also from philosophy, psychology and anthropology. Articles devoted to systems of higher education that are less well-known or less often analysed are particularly welcome. Given the international scope of the journal, articles should be written for and be understood by an international audience, consisting of researchers in higher education, disciplinary researchers, and policy-makers, administrators, managers and practitioners in higher education. Contributions should not normally exceed 7,000 words (excluding references). Peer reviewAll submissions to the journal will undergo rigorous peer review (anonymous referees) after an initial editorial screening on quality and fit with the journal''s aims.Special issues The journal welcomes proposals for special issues. The journal archive contains several examples of special issues. Such proposals, to be sent to the editor, should set out the theme of the special issue and include the names of the (proposed) contributors and summaries of the envisaged contributions. Forum section Occasionally, the journal publishes contributions – in its Forum section – based on personal viewpoints and/or experiences with the intent to stimulate discussion and reflection, or to challenge established thinking in the field of higher education.