Abstract
Minority parents’ attitudes, perceptions, and behaviors vis-à-vis their children’s education reflect the intricacies of the relations between minority and majority groups. Parental expectations of schools and of schooling are a pivotal factor within the complex relations between families and their children’s schools. This chapter intends to add to present knowledge on minority parents’ views and expectations of schools. We analyze qualitative data derived from in depth interviews with Palestinian parents who send their children to a very atypical school setting in the Israeli educational system: the bilingual bi-national integrated Palestinian Jewish schools. The rich data gathered suggests a complex picture which we try to partially disentangle in our concluding remarks while pointing at the need to invest much more efforts in the study of minority- majority relations as these get organized around educational discourses
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Bibliography
Abu-Nimer, M. (1999). Dialogue, conflict, resolution, and change: Arab-Jewish encounters in Israel. Albany: SUNY.
Abu-Nimer, M. (2004). Education for coexistence and Arab-Jewish encounters in Israel: Potential and challenges. Journal of Social Issues, 60(2), 405–422.
Al-Haj, M. (1995). Kinship and modernization in developing societies: The emergence of instrumentalized kinship. Journal of Comparative Family Studies, 26(3), 311–328.
Al-Haj, M. (1996). Education among the Arabs in Israel: Control and social change. Jerusalem: Hebrew University Magnes Press.
Antonovski, H., Meari, M., & Blanc, J. I. E. (1978). Changing family life in an Arab village. In E. J. Anthony & C. Chiland (Eds.), The child in his family: Children in a changing world (Vol. 5, pp. 217–240). New York: Wiley.
Appiah, K. A., & Gates, H. L. (1995). Identities. Chicago: University of Chicago Press.
Baker, D. P., & Stevenson, D. L. (1986). Mothers’ strategies for children’s school achievement: Managing the transition to high schools. Sociology of Education, 59, 156–166.
Barakat, H. (1985). The Arab family and the challenge of social transformation. In E. W. Fernea (Ed.), Women and the family in the Middle East: New voices of change. Austin: University of Texas Press.
Barakat, H. (1993). The Arab world: Society, culture and state. Berkeley: University of California Press.
Bar-Tal, D. (2000). From intractable conflict through conflict resolution to reconciliation: Psychological analysis. Political Psychology, 21(2), 351–365.
Bekerman, Z. (2004). Multicultural approaches and options in conflict ridden areas: Bilingual Palestinian-Jewish education in Israel. Teachers College Record, 106(3), 574–610.
Bekerman, Z. (2005). Complex contexts and ideologies: Bilingual education in conflict-ridden areas. Journal of Language Identity and Education, 4(1), 1–20.
Bekerman, Z. (2008). The ethnography of peace education: Some lessons learned from Palestinian-Jewish integrated education in Israel. In S. Byrne, D. Sandole, J. Senehi & I. Staroste-Sandole (Eds.), Handbook of conflict analysis and resolution (pp. 144–156). New York: Routledge.
Bekerman, Z. (2009). Social justice, identity politics, and integration in conflict ridden societies: Challenges and opportunities in integrated Palestinian-Jewish education in Israel. In W. Ayers, T. Quinn & D. Stovall (Eds.), Handbook of social justice in education (pp. 138–151). New York: Routlledge.
Bekerman, Z., & Nir, A. (2006). Opportunities and challenges of integrated education in conflict ridden societies:The case of Palestinian-Jewish schools in Israel. Childhood Education, 82(6), 324–333.
Catsambis, S. (2002). Expanding knowledge of parental involvement in children’s secondary education: Connections with high seniors’ academic success. Social Psychology of Education, 5, 149–177.
Denzin, N. K., & Lincoln, Y. S. (Eds.). (2000). Handbook of qualitative research (2nd. ed.). London: Sage.
Dwairy, M. (1998). Cross-cultural counseling: The Arab-Palestinian case. New York: Haworth Press.
Dwairy, M. (2004). Culturally sensitive education: Adapting self-riented assertiveness training to collective minorities. Journal of Social Issues, 60(2), 423–436.
Egan, K. (1996). Narrative and learning: A voyage of implications. In H. McEwan & K. Egan (Eds.), Narrative in teaching, learning, and research. New York: Teachers College Press.
Eilam, B. (2002). “Passing through” a Western-Democratic teacher education: The case of Israeli Arab teachers. Teachers College Record, 104(8), 1656–1701.
Giroux, H. (1994). Doing cultural studies: Youth and the language of pedagogy. Harvard Educational Review, 64(3), 278–308.
Giroux, H. (1995). The politics of insurgent multiculturalism in the era of the Los Angeles uprising. In B. Kanpol & P. McLaren (Eds.), Critical multiculturalism: Uncommon voices in a common struggle. Westport: Bergin & Garvin.
Glassner, B., & Loughlin, J. (1987). Drugs in adolescent worlds: Burnouts to straights. New York: St. Martin’s Press.
Glaubman, R., & Iram, Y. (1999). Developments in teaching: The Israeli case. Tel Aviv: Ramot.
Haj-Yahia, M. M., & Shor, R. (1995). Child maltreatment as perceived by Arab students of social science in the West Bank. Child Abuse and Neglect, 19, 1209–1219.
Haraway, D. J. (1991). Simians, Cyborgs, and women: The revition of nature. New York: Routledge.
Harre, R., & Gillett, G. (1995). The discoursive mind. London: Sage.
Hernandez Dimmler, M. (2008). Parent expectations, knowledge of student performance, and school involvement: Links to the achievement of African American and Latino children. Dissertation Abstracts International Section A: Humanities and Social Sciences. 68(8-A), pp. 3277.
Jamal, A. (2007). Nationalizing states and the constitution of ‘Hollow Citizenship’: Israel and its Palestinian citizens. Ethnopolitics, 6(4), 471–493.
Li, J. (2001). Expectations of Chinese immigrant parents for their children’s education: The interplay of Chinese tradition and the Canadian context. Canadian Journal of Education, 26, 477–494.
Mason, J. (1996). Qualitative researching. London: Sage publications.
Nir, A. E., & Inbar, D. (2004). From egalitarianism to competition: The case of the Israeli educational system. In I. Rotberg (Ed.), Balancing change and tradition in global education reform (pp. 207–228). Lanham: Scarecrow Education Pub.
Ogbu, J. U. (1994). From cultural differences to differences in cultural frame of reference. In P. M. Greenfield & R. R. Cocking (Eds.), Cross-cultural roots of minority child development (pp. 365–391). Hillsdale: Lawrence Erlbaum Associates.
Overstreet, S., Devine, J., Bevans, K. & Efreom, Y. (2005). Predicting parental involvement in children’s schooling within an economically disadvantaged African American sample. Psychology in the Schools, 42, 101–111.
Reynolds, A. J. (1992). Comparing measures of parental involvement and their effects on academic achievement. Early Childhood Research Quarterly, 7, 441–462.
Sampson, E. E. (1993). Celebrating the other: A dialogic account of human nature. Hertfordshire: Harvester Wheatsheaf.
Seginer, R. (1986). Mother’s behaviour and son’s performance: An initial test of academic achievement path model. Merrill-Palmer Quarterly, 32, 153–166.
Seginer, R. (1995). Parents: The third partner in school processes. In H. Flum (Ed.), Adolescents in Israel: Personal, familial and social aspects. Even Yehuda: Reches (in Hebrew).
Seginer, R. (2006). Parents’ educational involvement: A developmental ecology perspective. parenting. Science and Practice, 6, 1–48.
Seginer, R., & Vermulst, A. (2002). Family environment, educational aspirations, and academic achievement in two cultural settings. Journal of Cross Cultural Psychology, 33, 540–558.
Silverman, D. (1993). Interpreting qualitative data. London: Sage.
Suizzo, M. (2007). Parents’ goals and values for children: Dimensions of independence and interdependence across four U.S. Ethnic groups. Journal of Cross-Cultural Psychology, 38, 506–530.
Tatar, M. (2008). Parents and schools: Chronicle of a conflict foretold? In A. Stavans & I. Kupferberg (Eds.), Studies in language and language education (pp. 411–427). Jerusalem: Hebrew University Magnes Press.
Tatar, M. & Horenczyk, G. (2000) Parental expectations of their adolescents’ teachers. Journal of Adolescence, 23, 487–495.
Van Der Veen, I. (2003). Parents’ education and their encouragement of successful secondary school students from ethnic minorities in the Netherlands. Social Psychology of Education, 6, 233–250.
Weller, A., Florian, V., & Mikulincer, M. (1995). Adolescents’ reports of parental division of power in a multicultural society. Journal of Research on Adolescence, 5(4), 413–429.
Whitaker, T. & Fioe, D. J. (2001). Dealing with difficult parents and with parents in difficult situations. Larchmont: Eye on Education.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2012 Springer Science+Business Media B.V.
About this chapter
Cite this chapter
Bekerman, Z., Tatar, M. (2012). Ambivalence: Minority Parents Positioning When Facing School Choices. In: Bekerman, Z., Geisen, T. (eds) International Handbook of Migration, Minorities and Education. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-1466-3_16
Download citation
DOI: https://doi.org/10.1007/978-94-007-1466-3_16
Published:
Publisher Name: Springer, Dordrecht
Print ISBN: 978-94-007-1465-6
Online ISBN: 978-94-007-1466-3
eBook Packages: Humanities, Social Sciences and LawEducation (R0)