A study published by the Shmuel Na'eman Institute at the Technion reveals the challenges and opportunities in a shared academic space and highlights the impact of the academic climate on campus on the learning experience and the promotion of universal values
In recent weeks, the Knesset has been working on the preparation of the "silencing law". The law requires the university administrations to investigate the statements of the members of the academic staff, and to fire them if they expressed support for terrorism. The budget of a university that does not comply with the law will be reduced.
In an unusual step, the heads of the universities (R.A.) issued a joint statement together with the coordinating council of the organizations of the senior academic staff in the universities, against the law.
The "silencing" law paints all scientists and researchers in the Israeli academy as suspects of disloyalty to the state. Encourages the persecution of scientists, researchers and lecturers with the aim of silencing them, weakening the academy, damaging its independence and turning it into a political tool, this when no faculty member in Israel has ever been convicted of inciting terrorism. As its name implies - the "silencing" law is already creating fear and silencing of completely legitimate expressions among lecturers and faculty members - out of fear that they will be interpreted in a way that will lead to their dismissal. This is a means of political gagging and harming criticality which is the essence of academic thinking.
"As the heads of the research universities, together with the members of the academic faculty at the universities, we undertake to preserve the freedom of expression and thought of all companies and faculty members. This is the moral and value basis for all academic activity - and we will continue to act in its light!"
Now the Shmuel Naaman Institute at the Technion published a new study that examined the attitudes, perceptions and experiences of 1,200 Jewish and Arab students studying in heterogeneous academic institutions in Israel. The study, conducted in the 2023-2024 academic year in collaboration with the Rothschild Foundation, reveals the challenges and opportunities in a shared academic space and highlights the impact of the campus climate on the learning experience and the promotion of universal values.
Dr. Nohad Ali, the leader of the study: "The premise of the study is: students in multicultural academic institutions enjoy an abundance of opportunities to meet students from cultural backgrounds that are different from their own. Therefore, the goals of the research are: to map the attitudes of the students in relation to being together on campuses, to identify the barriers that make it difficult to live together in them and to indicate means to remove the barriers and to create a multicultural campus that promotes the diversity and multiculturalism of students from different backgrounds; Initiates courses and workshops dealing with cultures, ethnicities or intercultural relations and initiates diversity based on informal interaction."
The main themes of the study included: the perceptions of the academic climate on campus; Perceptions of alienation, foreignness, separation and distance in the academic institution; attitudes towards the promotion of universal values in the academic institution; Multicultural perceptions in academic institutions; Experience of racism and discrimination in the academic institution; The concepts of inclusion and integration in academic institutions and the wider society.
Gaps in the perception of racism and discrimination in academic institutions
The experience of studying in higher education institutions in Israel reveals fundamental differences between Jews and Arabs, especially when it comes to the feeling of racism and discrimination on campuses. According to a study conducted by Dr. Nohad Ali, about 42.6% of the Arab students reported that they were exposed to racist remarks by members of the academic or administrative staff, compared to only 19.5% of the Jewish students.
In addition, Arab students indicated at high rates the feeling of discrimination during periods of national tension, especially by institutional factors such as the campus administration. According to an Arab student quoted in the report, "the feeling is that the directors of the institutions reinforce stereotypes against us instead of creating an inclusive environment."
In contrast, among the Jewish students experiences of discrimination and racism were less significant. However, even among disadvantaged groups such as Jews of Eastern origin, cases of a sense of alienation from the academic system were found, especially in relation to social and cultural status.
The social trends: religious and sectarian
The research shows that religiosity plays a significant role in shaping perceptions of discrimination. Religious students, Jews and Arabs alike, tended to report more feelings of discrimination compared to secular students. Among the Jewish students, members of the Mizrahi ethnic group complained more about discrimination by faculty members compared to other groups.
The findings raise significant questions about the role of academic institutions in reducing socio-cultural gaps and promoting an equal environment for all students.
population. "Establishing a separate institution for Arabs will increase the gaps and harm the goal of a common society," a Jewish student pointed out.
Implications and recommendations
The discourse surrounding an Arab university and the gaps in the perception of discrimination emphasize the need to establish special programs for multicultural integration in academic institutions in Israel. Among the recommendations made in the report: increasing awareness of the issue among academic and administrative staff, improving the policy of cultural inclusion and developing courses that promote intercultural dialogue.
The debate surrounding an Arab university highlights the social and educational challenges facing the higher education system in Israel. Will the proposal to establish a separate academic institution succeed in bridging the gaps, or will it only strengthen the feeling of separation? The answers to these questions will determine the future of coexistence on campuses.
The main conclusions of the study point to significant gaps in the experiences and perceptions of Jewish and Arab students in multicultural academic institutions in Israel. The study is the first of its kind in Israel and focuses on aspects that have not been examined so far:
- Differences in the perception of the experience of staying in academic institutions:
Gaps in the perception of equality, feelings of foreignness and alienation, and the treatment of racism and discrimination are evident between the two groups. - Influence of demographic variables:
Factors such as religiosity and sectarianism affect student experiences differently between Jews and Arabs. However, the type of academic institution and gender were found to be less significant. - Integration of Arabs in the academic institutions:
There is a need to improve the sense of belonging and to develop appropriate infrastructures that allow full and inclusive integration of the Arab population.
The conclusions emphasize the importance of promoting a multicultural environment in academic institutions, emphasizing inclusion, preventing discrimination, and improving dialogue between different population groups.
Gaps in the perception of racism and discrimination in academic institutions The Israelis
The experience of studying in higher education institutions in Israel reveals fundamental differences between Jews and Arabs, especially when it comes to the feeling of racism and discrimination on campuses. According to a study conducted by Dr. Nohad Ali, about 42.6% of the Arab students reported that they were exposed to racist remarks by members of the academic or administrative staff, compared to only 19.5% of the Jewish students.
In addition, Arab students indicated at high rates the feeling of discrimination during periods of national tension, especially by institutional factors such as the campus administration. According to an Arab student quoted in the report, "the feeling is that the directors of the institutions reinforce stereotypes against us instead of creating an inclusive environment."
In contrast, among the Jewish students experiences of discrimination and racism were less significant. However, even among disadvantaged groups such as Jews of Eastern origin, cases of a sense of alienation from the academic system were found, especially in relation to social and cultural status.
The social trends: religious and sectarian
The research shows that religiosity plays a significant role in shaping perceptions of discrimination. Religious students, Jews and Arabs alike, tended to report more feelings of discrimination compared to secular students. Among the Jewish students, members of the Mizrahi ethnic group complained more about discrimination by faculty members compared to other groups.
The findings raise significant questions about the role of academic institutions in reducing socio-cultural gaps and promoting an equal environment for all students.
Public debate: Is an Arab university needed in Israel?
Another issue where significant differences between Jews and Arabs are evident is the support for the establishment of an Arab research university. 69% of the Arab students supported this initiative, believing that it would provide an answer to unique cultural and linguistic needs and improve the sense of equality among Arab society.
One of the Arab students interviewed for the study explained: "We need an institution that will understand our needs, treat our language and culture and give us a sense of belonging." Among the Arab respondents, religious students tended to support the idea more than secular students, apparently out of a desire to preserve their cultural and religious identity in the academic environment.
In contrast, only 24% of the Jewish students expressed support for the establishment of an Arab university. The opposition to the idea was particularly prominent among religious Jews, who saw it as a move that might deepen the separation between the population groups. "Establishing a separate institution for Arabs will increase the gaps and harm the goal of a common society," a Jewish student pointed out.
Implications and recommendations
The discourse surrounding an Arab university and the gaps in the perception of discrimination emphasize the need to establish special programs for multicultural integration in academic institutions in Israel. Among the recommendations made in the report: increasing awareness of the issue among academic and administrative staff, improving the policy of cultural inclusion and developing courses that promote intercultural dialogue.
The debate surrounding an Arab university highlights the social and educational challenges facing the higher education system in Israel. Will the proposal to establish a separate academic institution succeed in bridging the gaps, or will it only strengthen the feeling of separation? The answers to these questions will determine the future of coexistence on campuses.
Editor's note: Despite all this, when it comes to research, discrimination is not felt, and there are quite a few prominent Arab researchers such as Prof. Hosem Hayek from the Technion and Prof. Yaakov Hana from the Weizmann Institute. Both also held senior positions within the campuses in addition to their status as researchers and won many awards. And there are many. In addition to the statement on the silencing law and also from my experience as someone covering higher education for decades, show that discrimination at least in research universities is not dictated from above and on the contrary, the university administrations are trying to fight it.
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More on the subject on the science website - studies by the Shmuel Na'aman Institute
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The report of Mossad Shmuel Naaman - Hebrew
