‘I am living proof of coexistence’: the experience of Israeli-Arab teachers in Jewish schools

Abstract

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.