scholarly journals Investigating Attitudes and Feelings Towards Volunteering: A Comparison of Arab and non-Arab students

2021 ◽  
Vol 21 (96) ◽  
Author(s):  
Shamma FATHI ◽  
Alia KASSEM
Keyword(s):  
Arab Students

Mental health literacy among Arab university students in Israel: A qualitative study

2021 ◽  
pp. 002076402110361
Author(s):  
Anwar Khatib ◽  
Fareeda Abo-Rass
Keyword(s):  
Mental Health ◽  
Health Literacy ◽  
Mental Disorders ◽  
Low Socioeconomic Status ◽  
Help Seeking ◽  
Mental Health Literacy ◽  
Mental Health Problems ◽  
Arab Population ◽  
Professional Help ◽  
Arab Students

Background: There has been a noticeable increase in the number of studies concerned with mental health literacy (MHL), specifically among students. Still, very few studies have examined MHL among students of non-Western minority groups. Aims: This study examined MHL among Arab students in Israel based on Jorm’s conceptual framework. Methods: Twenty-eight Arab students in Israel took part in semi-structured, in-depth interviews. Most were single and Muslim, in their second year of studies, and most reported low socioeconomic status. The data were analyzed thematically, guided by the Jorm’s six MHL dimensions. Results: Different levels of literacy were found in the various MHL dimensions. The participants identified severe mental disorders more easily than mood disorders; reported a variety of possible causes of mental disorders; were well aware of available professional help (apart for rehabilitative services); identified significant barriers to mental health help seeking, as Arabs; and reported the internet as a major source of information about mental health problems and their treatment Conclusions: The participants’ MHL appeared to be associated with their unique sociocultural characteristics. This study stresses the need to raise MHL among Arab students in Israel, and in particular to promote positive attitudes to seeking professional help. It also highlights the need to develop culturally adapted mental health interventions for the Arab population in Israel.

Responses of Arab teachers of Hebrew in Israel to an Israeli novel on Jewish-Arab relations

2019 ◽  
Vol 35 (2) ◽  
pp. 1-17
Author(s):  
Shai Rudin
Keyword(s):  
Boarding School ◽  
Educational Systems ◽  
The Novel ◽  
Content Type ◽  
Reading Experience ◽  
Political Views ◽  
Arab Students ◽  
Complex Integration ◽  
Education College ◽  
Arab Sector

Purpose This study aims to examine the responses and perceptions of Israeli Arab teachers toward multicultural and educational issues concerning Jewish–Arab relations. Design/methodology/approach This study is a qualitative research. The study included 44 novice Arab teachers, who teach Hebrew in the Arab sector and are currently studying toward their masters’ degree at a teacher education college in northern Israel. The teachers were asked to read the novel Nadia by Galila Ron Feder–Amit. Published in 1985, the novel describes the complex integration of Nadia, an Arab village girl, into a Jewish boarding school, and it is narrated in first person. After having read the novel, the teachers were requested to answer the writing task, which addressed the character of the protagonist, the issue of teaching the novel in the Jewish and Arabic educational systems and the anticipated responses of Jewish and Arab students to the novel. Findings Phenomenological analysis of the teachers’ responses found that the reading experience was complex and resulted in a variety of responses toward the protagonist. Some were based on identification and appreciation, while others on criticism and judgment of the heroine’s restraint vis-a-vis the racism that she was experiencing. However, most of the teachers demonstrated moral courage and thought that the novel should be taught, as they viewed it as a bridge leading to understanding between the two nations. The teachers anticipated conflicting responses of Jewish and Arab students to the novel, according to the students’ political views and values. Practical implications These findings indicate that the educational system should include political texts relating to the Jewish–Arab schism, especially texts that voice the Palestinian narrative. This view differs from the current situation in both sectors, whereby the tendency is to avoid political texts while ignoring the Palestinian narrative. Originality/value The study shows that the reading experience of a political novel affords various and often contrasting responses with the teachers facing the didactic challenges. The teachers who participated in the study anticipated complexity of the reading and teaching process, yet were not deterred by it, particularly in view of the novel’s messages – striving to understand the “other” and to bridge a discourse between the nations.

Evaluation of the Feuerstein Instrumental Enrichment (FIE) program among Israeli-Arab students

2021 ◽  
pp. 1-16 ◽  
Author(s):  
David Tzuriel ◽  
Shlomit Cohen ◽  
Rafi Feuerstein ◽  
Haim Devisheim ◽  
Shahar Zaguri-Vittenberg ◽  
...  
Keyword(s):  
Instrumental Enrichment ◽  
Arab Students

From theory to practice: Jewish and Arabs students in academia practice multicultural education

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Asmahan Masry-Herzallah ◽  
Meital Amzalag
Keyword(s):  
Graduate Students ◽  
Multicultural Education ◽  
Older Students ◽  
Content Type ◽  
Global Era ◽  
Positive Attitudes ◽  
Jewish Students ◽  
Arab Students ◽  
Research Findings ◽  
Faculty Of Education

PurposeThe research examined factors of academic studies as perceived by Jewish and Arab students in Israel, and changes in their implementation of activities in a multicultural context in the field of education, comparing between undergraduates studying for a BA in education and graduate students for MA in education and attending a course titled “Multiculturalism in the Global Era”.Design/methodology/approachThe findings are derived from a questionnaire distributed to Arab and Jewish students (N = 434), studying together in the Faculty of Education of one academic college in Israel. In total, 251 of them were graduate students, and 183 who were undergraduates.FindingsIt was found that insofar as the students from either programme acquired knowledge and tools regarding multiculturalism, they reported (1) more positive attitudes regarding the “Other” group and regarding multiculturalism, (2) implementation of a larger number of activities relating to multiculturalism in the field of education, (3) Arab students performed more activities in multicultural contexts and (4) older students performed a larger number of activities in multicultural contexts. The research findings also indicated a direct relation between participation in the course and activities conducted in the field of education. In addition, students' acquiring of knowledge on multiculturalism mediated the relation between participation in the course and implementation of multicultural activities in the field of education.Originality/valueThe research stresses the importance of higher education institutions in promoting knowledge and practice of multiculturalism in Israeli society.

Aplikasi Teori Mahjub terhadap Pembaikan Sebutan Bunyi Bahasa Arab dalam Kalangan Pelajar Sabah - Application of Mahjub Theory in Arabic Pronunciation among Sabahan Students

2017 ◽  
Author(s):  
ISSRAQ BIN RAMLI ◽  
MOHD ZAKI ABD. RAHMAN
Keyword(s):  
Secondary School ◽  
Arabic Language ◽  
Future Research ◽  
Learning And Teaching ◽  
The Third ◽  
Alternative Approach ◽  
Holy Quran ◽  
Post Test ◽  
Arab Students ◽  
The Holy Quran

Terdapat banyak modul sebutan berada di pasaran yang memperkenalkan teknik pembelajaran dan pengajaran sebutan al-Quran al-Karim dan bahasa Arab. Ada yang menggunakan kaedah klasik, moden dan ada juga yang menggunakan kedua-dua kaedah secara komprehensif. Namun, amat sedikit kita lihat kaedah yang dapat memperbaiki sebutan dan menumpukan secara khusus teknik kepada pelajar bukan Arab. Sering kali diperkatakan tentang masalah sebutan pelajar Sabah tanpa membuat kajian secara terperinci dan ilmiah. Justeru, kajian ini dibuat untuk melihat masalah sebenar sebutan bunyi bahasa Arab pelajar Sabah dan seterusnya mengaplikasikan teori Mahjub (1993) untuk memperbaiki masalah sebutan bahasa Arab. Kajian ini dilakukan di sebuah sekolah menengah kebangsaan di Kota Kinabalu yang responden kajiannya ialah pelajar sekolah tingkatan empat. Objektif kajian adalah untuk mengenal pasti secara ilmiah permasalahan sebutan dalam kalangan pelajar Sabah dan mengaplikasi kaedah fonetik Mahjub, seterusnya melihat keberkesanan modul Mahjub sebagai instrumen terbaik memperbaiki sebutan pelajar Sabah. Kajian kualitatif ini menggunakan huruf-huruf konsonan yang sukar bagi pelajar asing yang dibuat oleh Mahjub (1993) yang menggunakan modul yang digunakan untuk memperbaiki sebutan Arab pelajar asing. Terdapat tiga langkah utama dalam kajian ini, iaitu rakaman ujian pertama (U1) sebagai sebutan bahasa Arab terkini pelajar Sabah, kemudian langkah kedua melaksanakan PdP berdasarkan PdP Mahjub dan langkah yang ketiga membuat rakaman ujian kedua (U2) untuk melihat keberhasilan teori Mahjub dalam memperbaiki sebutan pelajar Sabah. Hasil Kajian menunjukkan nilai yang sangat signifikan antara U1 dan U2. Daripada sembilan huruf yang diuji itu, konsonan ‘Ayn [ع] paling baik disebut oleh pelajar dan huruf Dad [ض] paling sukar disebut dalam U1. Dalam U2, huruf Ta’ [ط] paling sukar disebut dan huruf Sad [ص] paling mudah disebut. Dalam U1 Fathaṯ paling tinggi skor dengan 68.2 berbanding Sukun yang mempunyai skor paling rendah dengan 33.3. Secara puratanya, dalam U1 pelajar atau responden hanya mendapat purata sekitar 55 skor min bagi Dammaṯ dan Kasraṯ. Namun, pada U2 peningkatan masing-masing Dammaṯ dan Kasraṯ. mendapat skor yang hampir sama, iaitu 77.9 dan 76.9. Data menunjukkan bahawa Sukun paling bermasalah kepada responden dalam sebutan. Begitu juga terdapat perubahan yang signifikan dalam ujian kedudukan Fathaṯ, Dammaṯ dan Kasraṯ dari U1 kepada U2. Kajian menunjukkan bahawa teori Mahjub ini berhasil memperbaiki masalah sebutan dalam kalangan pelajar Sabah dan memberikan satu alternatif untuk diaplikasi dalam PdP pelajar dan membuka ruang kepada penulis lain untuk memanjangkan kajian pada masa akan datang. There are many modules/methods available in the market to introduce the techniques of learning and teaching the Holy Quran and the Arabic language. There are classical and modern methods in teaching the Holy Quran, and some might combine both classical and modern to help students to learn the Holy Quran. But there are only few methods which can really help to improve the pronunciation of Arabic especially among the non-Arab students who learn Arabic as a second language. This pronunciation problem is often discussed by the Arabic teachers but there are lack of proper studies to overcome this problem. Therefore, this study aims to identify specifically the pronunciation problem and to measure if the Maḥjub Theory can be applied to help in overcoming it. This study was conducted in a secondary school in Kota Kinabalu. The respondents were all Form 4 students. This qualitative study used the Maḥjub Module (1993) to rectify consonant letters that are difficult to pronounce by the Sabahan students. This study has undergone three phrases. The first phrase is U1 where the pre-test is carried out to evaluate the current capability of the respondents. The second phrase applied the Maḥjub Method in the PdP. The third phrase is U2 where the post-test was carried out after the Maḥjub Method was applied to the respondents. This study showed significant value between U1 and U2. Nine consonant letters were tested in this study. In U1, ‘Ayn [ع]was the easiest to pronounce and Dad [ض] was the most difficult to pronounce by the respondents. In U2, Ta’ [ط] was the hardest to pronounce and Sad [ص] was the easiet. In U1, Fathaṯ was the highest with 68.2 score as compared to Sukun with 33.3 score. Overall, respondents scored a mean of 55 for Dammaṯ and Kasraṯ in U1. However, in U2, Dammaṯ and Kasraṯ showed very close score as of 77.9 and 76.9. The data also showed that Sukun is the hardest part for the respondents.This study had proved that the Maḥjub Method is enabled to enhance and improve the difficulty in pronunciation among the students in Sabah. Therefore, the Mahjub Method gives educators an alternative approach to apply in their teaching and also other researchers for ideas to carry out future research in this field.

Role of perceived social support in depressive and somatic symptoms experienced by Bedouin Arab and Jewish Israeli undergraduates

2018 ◽  
Vol 56 (2) ◽  
pp. 359-378 ◽  
Author(s):  
Sarah Abu-Kaf ◽  
Golan Shahar ◽  
Gal Noyman-Veksler ◽  
Beatriz Priel
Keyword(s):  
Social Support ◽  
College Students ◽  
Depressive Symptoms ◽  
Ethnic Minority ◽  
Emotional Support ◽  
Perceived Social Support ◽  
Somatic Symptoms ◽  
Somatic Complaints ◽  
Arab Students

Elevated levels of depressive and somatic symptoms have been documented among college students. Over the past two decades, there has been an increase in the number of Bedouin Arab students studying at institutions of higher education in southern Israel. To date, research on coping and mental health problems among students who are members of this ethnic minority has been limited. This study examined the role of three aspects of perceived social support – availability, satisfaction, and the ability to get emotional support – in predicting depressive and somatic symptoms among Jewish Israeli and Bedouin Arab college students. A total of 89 Bedouin and 101 Jewish first-year students participated in this study, which involved two assessment waves 12 to 14 months apart. Participants completed questionnaires assessing depressive symptoms, somatic complaints, three aspects of perceived social support, and demographics. At Time 1, Bedouin students exhibited higher levels of depressive and somatic symptoms and lower levels of all three aspects of social support. Regression analyses showed that level of emotional support was a prospective predictor of somatization at Time 2. Moreover, when levels of emotional support were low, ethnic group predicted depression at Time 2; emotional support predicted depression only among Bedouin Arabs. The present study highlights the importance of the use of emotional support in predicting somatic complaints and depressive symptoms specifically among Bedouin Arab students. Clinical implications on intervention programs for ethnic minority students will be discussed.

scholarly journals The Influence of Acculturation Strategies, Ethnic Identity and Cultural Distance on the Socio-cultural Adaptation of Arab Students

2021 ◽  
Author(s):  
VERA FEDOTOVA
Keyword(s):  
Ethnic Identity ◽  
Cultural Adaptation ◽  
Cultural Distance ◽  
Sociocultural Adaptation ◽  
Acculturation Strategies ◽  
Correlation And Regression Analysis ◽  
The Social ◽  
Arab Students ◽  
Study Methodology ◽  
Acculturation Attitudes

Abstract Background. Adaptation to the educational space of a university is a process that is a prerequisite and a way of socialization, allowing international students to actively engage in various elements of the social environment. This process can be made more complicated as a result of existing linguistic, every day, climatic, intercultural, interethnic, and motivational barriers. This research studies the relationship between acculturation strategies, socio-cultural adaptation, ethnic identity, cultural distance among students from arabic countries (Morocco, Syria, Egypt).Methods. The questionnaire included scales for assessing acculturation attitudes, ethnic identity, cultural distance, and sociocultural adaptation. The following techniques were used during the study: methodology of J. Finney, measuring the severity of ethnic identity (Phinney, 1992; Phinney & Ong, 2007), scales for measuring cultural distance (Wark & Galliher, 2007), questionnaire measuring acculturation strategies for migrants (Berry, 1997; Berry, 2005), scales for measuring sociocultural adaptation (Ward, Kennedy, 1999). The overall number of respondents was 248 (56 from Syria, 84 from Egypt, 108 from Morocco). The average age of the respondents is 28 years (min – 20, max – 34 years).Conclusion. Using correlation and regression analysis, we found that cultural distance is interconnected with sociocultural adaptation. However, among young migrants from arabic countries,ethnic identity and acculturation strategies are not linked to sociocultural adaptation. As a whole, our research shows the specific of adaptation of young arabs in relation to their host country.

Sign in / Sign up

Export Citation Format

Share Document