חינוך לרב-תרבותיות באקדמיה: המקרה של סטודנטים יהודים וערבים בלימודי תואר שני בחינוך

Abstract

The primary objective of this empirical research is to examine the nexus between the assimilation of multicultural knowledge and competencies acquired through the curricular course “Global Multiculturalism”, which is taught as part of the Educational Studies degree in one of Israel’s prominent academic institutions. Data were collected from a comprehensive survey involving 251 Arab and Jewish graduate students in Educational Studies. Data were also derived from self-reported behavioral changes in the students who enrolled in the course to examine the mediating role of attitude shifts and the dynamics of reciprocal interactions among students.

The results indicate a positive correlation between the assimilation of multicultural knowledge and self-reported behavioral changes among the students who participated in the course. Shifts in attitudes were identified as mediating variables in the relationship between knowledge assimilation and behavioral changes. More specifically, changes in attitudes and perspectives towards multiculturalism among the students were found to be predictive of their positive behavioral adjustments. The study also found that the extent of reciprocal interactions between Arab and Jewish students within academia amplifies the correlation between knowledge acquisition and behavioral changes. That is, elevated levels of intergroup reciprocity within educational settings were found to strengthen the link between multicultural knowledge assimilation and reported positive behavioral changes. The study’s findings thus offer both theoretical and practical insights for advancing multicultural education in academic settings.