Abstract
This study examined factors contributing to the achievements of Israeli Bedouin and Jewish students in an Israeli college for teacher education. The study employed Tinto’s model and its core concepts of academic and social integration
as main explanatory factors for student achievement in an academic institute. Background characteristics were also suggested as potential predictors. Data were
collected in an Israeli college for teacher education from 82 Israeli Bedouin and 160 Jewish students at three points in time. Effects of each variable, as well as interaction effects between independent variables (such as socioeconomic
background, entrance data) and intermediary variable (social and academic integration) in relation to the dependent variable (achievements) were analysed.
Patterns of factors related to achievements of the two groups were compared. The
main explanatory variables were matriculation mean grades (14%) and gender (18.3%). A significant interaction effect was found between group and social integration, meaning that only in the Israeli Bedouin group did social integration
have a significant effect. Considering the Israeli Bedouin group alone, the matriculation score explained 20% of the variance, gender explained 6.2%, and
the rationale for occupational choice explained 5.1%. The results are discussed in the framework of the institutional context and the cultural background of the two groups, also suggesting the need to examine possible institutional actions relating
to these findings.
as main explanatory factors for student achievement in an academic institute. Background characteristics were also suggested as potential predictors. Data were
collected in an Israeli college for teacher education from 82 Israeli Bedouin and 160 Jewish students at three points in time. Effects of each variable, as well as interaction effects between independent variables (such as socioeconomic
background, entrance data) and intermediary variable (social and academic integration) in relation to the dependent variable (achievements) were analysed.
Patterns of factors related to achievements of the two groups were compared. The
main explanatory variables were matriculation mean grades (14%) and gender (18.3%). A significant interaction effect was found between group and social integration, meaning that only in the Israeli Bedouin group did social integration
have a significant effect. Considering the Israeli Bedouin group alone, the matriculation score explained 20% of the variance, gender explained 6.2%, and
the rationale for occupational choice explained 5.1%. The results are discussed in the framework of the institutional context and the cultural background of the two groups, also suggesting the need to examine possible institutional actions relating
to these findings.
| Original language | English GB |
|---|---|
| Pages (from-to) | 345-358 |
| Number of pages | 14 |
| Journal | Intercultural Education |
| Volume | 20 |
| Issue number | 4 |
| State | Published - 2009 |