ABSTRACT

Arab teachers in Jewish schools (AJ) constitute a unique case of minority teachers. This mixed-methods study set out to examine the school experience of AJ (N = 101) in comparison with two groups: Arab teachers in Arab schools (AA; N = 76) and Jewish teachers in Jewish schools (JJ; N = 99). The questionnaire measured three aspects of the teachers’ experience: motivational, professional and ecological. AJ teachers reported lower levels of professional difficulties than the two same-culture groups. Among AJ, novice and experienced teachers reported similar levels of motivation, while among the other groups, novice teachers reported lower levels. AJ teachers’ answers to an open-ended question enriched the understanding of the positive experiences alongside the negative aspects that included some incidents of racism and microaggression. The findings support the benefit of contact to positive attitudes and tolerance. Nonetheless, questions arise regarding the processes that underlie these results.

摘要

犹太学校（AJ）的阿拉伯教师构成了少数族裔教师的独特案例。这项混合方法研究旨在对比两组 AJ（N = 101）的学校经历：阿拉伯学校的阿拉伯教师（AA；N = 76）和犹太学校的犹太教师（JJ；N = 99） . 问卷测量了教师经验的三个方面：动机、专业和生态。AJ 教师报告的专业困难程度低于两个相同文化组。在 AJ 中，新手和有经验的教师报告的动机水平相似，而在其他组中，新手教师的动机水平较低。AJ 教师对一个开放式问题的回答丰富了对积极体验以及消极方面的理解，包括一些种族主义和微攻击事件。研究结果支持接触对积极态度和宽容的好处。尽管如此，关于这些结果背后的过程仍然存在问题。