This mixed-methods study examined the experiences of belonging/otherness among Arab teachers in Israel. A group of boundary-crossing teachers: Arab teachers in Jewish schools (AJ; N = 57) was compared with Arab teachers teaching in their own community (AA; N = 103). We found that the AJ group had a multicultural orientation, unlike the AA group, who were community-orientated. These orientations are reflected in different otherness sources, different motivations for selecting a workplace, and differences in identity ratings. While professional and social sources promoted teachers’ sense of belonging in the two groups, the source of AJs' sense of otherness was the national divide as opposed to community-oriented aspects in AAs. Selfefficacy ratings were high in both groups with a significant advantage for AJs, an unanticipated finding given that most of them were women, had attended teacher training colleges rather than universities, and were rarely homeroom teachers. Arab teachers' involvement in Jewish schools was partial with a low proportion of classroom educators or teachers in managerial roles. AJs tend to leave their national identity outside the school, and are not involved in political discourse or in the staffroom power relations. The phenomenon of integrating AJs is relatively new, and within a segregated education system that limits the opportunities for Jews and Arabs to meet, it can provide a viable, albeit limited, tool to inhibit prejudice and antagonism between Jews and Arabs.

这项混合方法的研究考察了以色列阿拉伯教师中归属/其他的经历。将一组跨界教师：犹太学校的阿拉伯教师（AJ； N = 57）与在自己社区中的阿拉伯教师（AA； N = 103）进行了比较。我们发现，与以社区为导向的AA组不同，AJ组具有多元文化取向。这些取向反映在不同的其他来源，选择工作场所的动机以及身份等级的差异上。尽管专业和社会资源促进了教师在这两个群体中的归属感，但AJ的其他意识的来源却是国家鸿沟，而不是AA中面向社区的方面。两组的自我效能感评分均很高，这对AJ有明显的优势，鉴于他们中的大多数是女性，他们曾参加过教师培训学院而不是大学，而且很少是家庭教师，这是一个意料之外的发现。阿拉伯教师在犹太学校的参与是部分的，课堂教学人员或担任管理职务的教师比例较低。AJ倾向于将自己的民族身份留在学校之外，并且不参与政治讨论或参谋部权力关系。整合AJ的现象相对较新，并且在隔离的教育体系中限制了犹太人和阿拉伯人见面的机会，它可以提供一种可行的，尽管有限的工具来抑制犹太人和阿拉伯人之间的偏见和对抗。参与犹太学校的人数很少，课堂教育人员或担任管理职务的教师比例较低。AJ倾向于将自己的国民身份留在学校之外，并且不参与政治讨论或参谋部权力关系。整合AJ的现象相对较新，并且在隔离的教育体系中限制了犹太人和阿拉伯人见面的机会，它可以提供一种可行的，尽管有限的工具来抑制犹太人和阿拉伯人之间的偏见和对抗。参与犹太学校的人数很少，课堂教育人员或担任管理职务的教师比例较低。AJ倾向于将自己的国民身份留在学校之外，并且不参与政治讨论或参谋部权力关系。整合AJ的现象相对较新，并且在隔离的教育体系中限制了犹太人和阿拉伯人见面的机会，它可以提供一种可行的，尽管有限的工具来抑制犹太人和阿拉伯人之间的偏见和对抗。