מידת קליטתן והשתלבותן החברתית והלימודית של סטודªטיות ערביות בדואית במוסדות להכשרת מורים בישראל

Abstract

The purpose of this study is to describe the absorption and integration of Arab
Bedouin students in teacher-training institutions in Israel, as well as an
examination of their social and scholastic adaptations in these institutions. The
present study was born following my personal exposure to the subject, during
my work as a lecturer and researcher in the social-cultural adaptive difficulties
and mental state of Arab Bedouin students in academia in general and in
teacher-training institutions in particular. The sample included 200 participants
from four teacher-training colleges in Israel. Of these, 134 (67%) live in a
recognized locality and 66 (34%) live in an unrecognized village; With 144
(72%) single women and 54 (28%) married, with a range of ages 18-25. The
research tools used are: Demographic information questionnaire, which aims to
provide information on the personal background of each examinee, including
demographic details such as age, sex, socioeconomic status, education, place of
birth and residence; A questionnaire of difficulties and dilemmas that included
18 closed questions that were ranked on the Likert scale (1 = not at all; 5 = very
much) employed to examine the absorption and integration of subjects and
assessing the socio-cultural and scholastic climate; Aids and Services
Questionnaire, which includes 11 items, used to examine the extent of the
services and aids in which the subjects were assisted in teacher-training
colleges.
The findings of the study indicated the problems that most of the Arab
Bedouin students affiliated to teacher-training institutions, specially the Jewish
ones, encountered. These problems make it difficult for them to easily adapt
both academically and socially. These problems often exist in the educational
and socio-cultural fields. They also encounter financial difficulties that impede
their adjustment process. One of the main findings focuses on the instruction
language in teacher-training colleges, namely Hebrew, and therefore it was
highlighted that the language difficulty had a great influence on the students in
the first year, both in terms of scholastic achievement and social ties. These
findings point to the importance of the absorption process for Arab Bedouin
students in teacher-training institutions, which constitute a different
environmental setting in light of their life experience, especially when they find
themselves on the academic benches immediately after high school graduation.