scholarly journals Arab American College Students: What Predicts Their Engagement with the Israeli/Palestinian Conflict?

2018 ◽  
Author(s):  
Manal Yazbak Abu Ahmad ◽  
Adrienne Dessel ◽  
Noor Ali
Keyword(s):  
College Students ◽  
Jewish History ◽  
College Campuses ◽  
Arab American ◽  
Growing Up ◽  
Dependent Variables ◽  
History Of ◽  
Jewish Students ◽  
Arab Students ◽  
Arab Schools

Arab and Jewish U.S. college students are impacted by the Israeli/Palestinian (I/P) conflict and heated interactions among students have erupted across campuses. There is a dearth of research on Arab American student perspectives on this conflict and on their interactions with Jewish students in higher education settings. This study seeks to further our understanding of these topics by reporting on a quantitative survey of Arab American college students (n=66). We examined dependent variables of Arab students seeking education on the I/P conflict, and interest in collaborating with Jewish students for peace. Independent variables were gender, religion, having Jewish friends, learning about Jewish history of oppression, growing up in Arab schools and communities, and parents’ and own views about Palestine. Multiple regression analysis indicates being male, believing Palestine is important, learning about Jewish history of oppression, and having parents with pro-Palestinian and anti-Israel attitudes predicted students’ seeking out education about the conflict. Being male, Christian, having friends who are Jewish and wanting opportunities to talk with Jews about the conflict predicted higher interest in Arab students’ wanting to collaborate with Jewish students for peace. Implications for working with these two groups on college campuses given both the tensions in the Middle East and experiences of Arab American college students are discussed and future recommendations are made for educational settings.

Perceptions of the Functions of Nonsuicidal Self-Injury in a College Sample

Crisis ◽  
2015 ◽  
Vol 36 (5) ◽  
pp. 338-344 ◽  
Author(s):  
Kristen L. Batejan ◽  
Lance P. Swenson ◽  
Stephanie M. Jarvi ◽  
Jennifer J. Muehlenkamp
Keyword(s):  
College Students ◽  
Affect Regulation ◽  
Help Seeking ◽  
At Risk Students ◽  
College Campuses ◽  
Help Seeking Behaviors ◽  
Self Injury ◽  
History Of ◽  
Regulation Functions ◽  
Nonsuicidal Self Injury

Abstract. Background: Rates of nonsuicidal self-injury (NSSI) are particularly high on college campuses. Commonly endorsed reasons for NSSI include interpersonal (e.g., seeking support) and intrapersonal (e.g., affect regulation) functions. Aims: This study compared college students with and without a history of NSSI on their views of NSSI functions in order to inform gatekeeper intervention/prevention programs targeting NSSI. Method: The Inventory of Statements About Self-Injury, which assessed NSSI behavior and functions of NSSI, was completed by 367 college students (73% female, 95% white). Results: Ninety-eight participants endorsed lifetime moderate/severe NSSI, 109 endorsed minor NSSI, and 160 denied any history of NSSI. Noninjuring participants' views of NSSI functions were compared with the views held by participants with histories of NSSI. The groups did not differ in their views of the relevance of intrapersonal functions, although noninjuring individuals appeared to stress some interpersonal factors (e.g., influence) slightly more than individuals with a history of NSSI did. Conclusion: These results suggest that college students generally hold similar perceptions of the functions of NSSI. Our findings suggest intervention/prevention efforts may consider broadening the selection of gatekeepers (e.g., peers with no history of NSSI) in schools and colleges to identify at-risk students and encourage help-seeking behaviors.

Revolutionary Solitude: Edward Said and Najla Said

2017 ◽  
Author(s):  
Tahia Abdel Nasser
Keyword(s):  
Arab World ◽  
Arab American ◽  
Edward Said ◽  
Growing Up ◽  
American Family ◽  
National Movement ◽  
The Us ◽  
History Of ◽  
Palestinian National Movement

This chapter examines Arab Anglophone memoirs by focusing on Edward Said’s Out of Place: A Memoir (1999) and Najla Said’s Looking for Palestine: Growing Up Confused in an Arab-American Family (2013). Out of Place traces Edward Said’s cultural and literary journey from Palestine, Lebanon, and Egypt to his education in the US. Edward Said’s self-representation rests on the dichotomy of his solitude during his formation within a history of dispossession and his career. The chapter rethinks Out of Place through the burgeoning of the Palestinian national movement and Said’s lifework. The chapter also compares Edward Said’s youth in the Arab world and Najla Said’s Arab-American background, Said’s journey to the US and his daughter’s return to her roots, to arrive at a rethinking of the genre that migrates across languages and cultures.

Antisemitism on College Campuses: A Phenomenological Study of Jewish Students’ Lived Experiences

2020 ◽  
Vol 3 (3.1) ◽  
pp. 59-70
Author(s):  
Paulina Flasch
Keyword(s):  
United States ◽  
College Students ◽  
Phenomenological Study ◽  
Phenomenological Research ◽  
The United States ◽  
Hate Crimes ◽  
College Campuses ◽  
College Campus ◽  
Jewish Students ◽  
Phenomenological Research Design

Antisemitism has increased significantly across the world in recent years. From 2016 to 2017, hate crimes against Jews increased by fifty-seven percent in the United States.1 Further, US college campuses experienced an all-time high in antisemitic incidents, with a sixty-seven percent rise from 2016 to 2017.2, 3 Because of the escalation of antisemitism in the United States, especially on college campuses, the present study used a phenomenological research design to investigate college students’ (N=6) experiences of being Jewish on college campuses in the United States. Keywords: antisemitism, college students, college campus, university students

Historical Context of Student Activism

2017 ◽  
pp. 16-29
Keyword(s):  
College Students ◽  
Social Activism ◽  
Historical Context ◽  
Student Activism ◽  
College Campuses ◽  
College Administrators ◽  
History Of ◽  
1960S And 1970S ◽  
The 1960S

College students have a long history of activism and protest on campus, beginning with the founding of some of the earliest European colleges. This activism at Bologna resulted in students making decisions about who would teach and what would be taught. More contemporary activism has been noted for a brief period in the 1960s and 1970s, and that powerful experience brought social activism to college campuses as never before. The evolution of activism has resulted in a managed experience by institutions with specific outcomes, whether socialization or learning-oriented expectations, and that college administrators find an important role in encouraging healthy activism for welfare of the student's development.

scholarly journals I Will Register and Vote, If You Teach Me How: A Field Experiment Testing Voter Registration in College Classrooms

2016 ◽  
Vol 49 (04) ◽  
pp. 867-871 ◽  
Author(s):  
Elizabeth A. Bennion ◽  
David W. Nickerson
Keyword(s):  
College Students ◽  
Voter Turnout ◽  
College Campuses ◽  
Voter Registration ◽  
Control Group ◽  
Legal Obligation ◽  
College Classrooms ◽  
Percentage Points ◽  
Student Volunteer ◽  
History Of

ABSTRACTCollege students are young, have little or no history of voting, and are residentially mobile, which makes them a population in great need of registering to vote. Universities have a civic, pedagogical, and legal obligation to register their students to vote. In 2006, we conducted a controlled experiment across 16 college campuses to test the efficacy of classroom presentations to increase voter registration. The 25,256 students across more than 1,026 classrooms were randomly assigned to one of three conditions: (1) a control group receiving no presentation; (2) a presentation by a professor; and (3) a presentation by a student volunteer. Verifying registration and voter turnout from a national voter database, we found that both types of presentations increased overall registration by 6 percentage points and turnout rates by approximately 2.6 percentage points. These results demonstrated that universities can take simple steps to engage their students in politics.

scholarly journals Ethnic Identity, Multiculturalism, and Their Interrelationships: Differences between Jewish and Arab Students

2016 ◽  
Vol 11 (1) ◽  
pp. 9-28 ◽  
Author(s):  
Meirav Hen ◽  
Eran Kraus ◽  
Marina Goroshit
Keyword(s):  
College Students ◽  
Ethnic Identity ◽  
Ethnic Group ◽  
Ethnic Identification ◽  
Dominant Culture ◽  
Positive Attitudes ◽  
Jewish Students ◽  
Arab Students ◽  
The Relationship ◽  
Group Effects

AbstractThe present research investigates the differences in attitudes toward multiculturalism and the level of ethnic identification among Arab and Jewish students in Israel. In addition, ethnic group effects on the relationship between the two variables were examined. Based on a sample of 142 college students, the findings indicated that Arab students showed more positive attitudes toward multiculturalism and a higher level of ethnic identity. Furthermore, the ethnic group had a significant effect on the relationships between ethnic identity and multiculturalism. For Jewish students the effect of ethnic identity on overall multiculturalism was significantly negative, while for Arab students it was positive, but not significant. These findings stress the importance of understanding the college multicultural climate at both interpersonal and institutional levels and of assessing its impact on both dominant and non-dominant culture students.

The Relation Between Illegal Risk Behaviors and the Acquired Capability for Suicide

Crisis ◽  
2014 ◽  
Vol 35 (6) ◽  
pp. 368-377 ◽  
Author(s):  
Sean M. Mitchell ◽  
Danielle R. Jahn ◽  
Kelly C. Cukrowicz
Keyword(s):  
College Students ◽  
Risk Behaviors ◽  
Risky Behaviors ◽  
Interpersonal Theory ◽  
Interpersonal Theory Of Suicide ◽  
Acquired Capability ◽  
Self Injury ◽  
Partial Correlations ◽  
History Of ◽  
Explained Variance

Background: Suicide is the third leading cause of death among college students. The interpersonal theory of suicide may provide a way to conceptualize suicide risk in this population. Aims: We sought to examine relations between illegal behaviors that may act as risk factors for suicide and the acquired capability for suicide. Method: College students (N = 758) completed assessments of acquired capability and previous exposure to painful and provocative events, including illegal risk behaviors (IRBs). Linear regression, a nonparametric bootstrapping procedure, and two-tailed partial correlations were employed to test our hypotheses. Results: There was no significant relation between IRBs and acquired capability after controlling for legal painful and provocative experiences. A significant positive relation was identified between IRBs and fear/anxiety, contradicting the expected relation between increased painful and provocative experiences and lower fear/anxiety. Acquired capability explained variance in the relation between IRBs and history of suicide attempt or self-injury history. Conclusion: Further research is needed to examine links between IRBs and painful and provocative events, particularly to identify the point at which habituation begins to increase acquired capability, as our unexpected results may be due to a lack of habituation to risky behaviors or low variability of scores in the sample.

NURTURING OF CHILDREN THROUGH DRAMA AND THEATRE: THE CASE OF INTWASA KOBULAWAYO PERFORMANCES

2016 ◽  
Vol 13 (2) ◽  
pp. 86-99
Author(s):  
Vimbai Moreblessing Matiza
Keyword(s):  
Political Development ◽  
Children And Youth ◽  
Main Task ◽  
Growing Up ◽  
Theatrical Performances ◽  
History Of ◽  
The One

Dramatic and theatrical performances have a long history of being used as tools to enhance development in children and youth. In pre-colonial times there were some forms of drama and theatre used by different communities in the socialisation of children. It is in the same vein that this article, through the Intwasa koBulawayo performances, seeks to evaluate how drama and theatre are used to nurture children and youth into different developmental facets of their lives. The only difference which this article will take into cognisance is that the performances are done in a different environment, which is not the one used in the pre-colonial times. Although these performances were like this, the most important factor is the idea that children and youth are socialised through these performances. It is also against this backdrop that children and youth are growing up in a globalised environment, hence the performances should accommodate people from all walks of life and teach them relevant issues pertaining to life as they live it now. Thus the main task of the article is to spell out the role of drama and theatre in the nurturing of children and youth through socio economic and political development in Intwasa koBulawayo festivals.

“Sou Inglesa! Sou Inglesa!”: Memórias de uma Menina Anglo-Portuguesa (1907-1930)

2017 ◽  
pp. 141-155
Author(s):  
Miguel Alarcão
Keyword(s):  
Everyday Life ◽  
Social History ◽  
Travel Literature ◽  
Growing Up ◽  
Recent Past ◽  
Self And Other ◽  
Cultural Encounter ◽  
The Social ◽  
History Of ◽  
The Times

Textualizing the memory(ies) of physical and cultural encounter(s) between Self and Other, travel literature/writing often combines subjectivity with documental information which may prove relevant to better assess mentalities, everyday life and the social history of any given ‘timeplace’. That is the case with Growing up English. Memories of Portugal 1907-1930, by D. J. Baylis (née Bucknall), prefaced by Peter Mollet as “(…) a remarkably vivid and well written observation of the times expressed with humour and not little ‘carinho’. In all they make excellent reading especially for those of us interested in the recent past.” (Baylis: 2)

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