Purpose

Minority teachers is a growing phenomenon that is encouraged as part of a quest to diversify teaching staff. Among minority teachers, there exists a group of boundary-crossing teachers whose “otherness” contrasts with the different student population and/or staffroom composition. The study aims to examine parent, teacher and student attitudes toward teachers crossing two types of “borders” that are central to Israeli society: the Jewish-Arab rift and the religious-secular rift.

Design/methodology/approach

A representative sample of 182 Jewish Israeli parents, 201 Jewish Israeli students grades 10–12 and 101 Jewish Israeli teachers completed questionnaires regarding their attitudes toward boundary-crossing teachers.

Findings

The overall attitudes toward cross-boundary teaching were positive. Attitudes were found to be associated with political affiliation, religiosity and age. The more left-wing participants were, the less religious and older the more they supported boundary-crossing teaching. Students were significantly less supportive of teachers crossing the Jewish-Arab divide compared with adults. The attitudes toward boundary-crossing ultra-orthodox teachers in a secular school showed a distinct pattern, as it received support from all divides of the research participants.

Social implications

The findings point to the vicious cycle of segregation in Israeli society whereby the lack of contact between Jews and Arabs leads to intergroup anxiety which in turns leads to less support in further contact through boundary-crossing teaching, especially among high school students.

Originality/value

The minority teachers’ literature often refers to the need to diversify the teaching staff or examines teachers and their relations with students. This study if the first to examine how other stakeholders’ view the idea of minority teachers.

中文翻译：

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父母，老师和学生对跨界老师的态度

目的

少数民族教师是一种日益增长的现象，在寻求使教学人员多样化的过程中受到鼓励。在少数民族教师中，有一组跨界教师，他们的“其他”与不同的学生人数和/或教职员工组成形成鲜明对比。该研究旨在考察父母，老师和学生对教师跨越以色列社会至关重要的两种“边界”的态度：犹太阿拉伯裂谷和宗教世俗裂谷。

设计/方法/方法

有代表性的样本包括182名以色列犹太父母，201名10至12年级的以色列以色列学生和101名犹太以色列教师，他们完成了关于他们对跨界教师态度的问卷调查。

发现

跨界教学的整体态度是正面的。人们发现态度与政治派别，宗教信仰和年龄有关。左翼学员越多，宗教越少，年龄越大，他们越支持越界教学。与成人相比，学生对跨越犹太-阿拉伯鸿沟的老师的支持明显减少。世俗学校对跨界超正统教师的态度表现出独特的模式，因为它得到了研究参与者各方面的支持。

社会影响

研究结果表明，以色列社会隔离的恶性循环使犹太人和阿拉伯人之间缺乏联系导致群体间焦虑，这反过来导致通过跨界教学（尤其是在高中生之间）进行进一步接触的支持减少。

创意/价值

少数民族教师的文学作品经常提到需要使教职人员多样化或检查教师及其与学生的关系。这项研究是否是第一个研究其他利益相关者如何看待少数民族教师观念的研究。