High school students’ perceptions of science and attitudes towards intergroup cooperation

Aurel H. Diamond; Elyakim Kislev

doi:10.1080/03057925.2020.1748494

High school students’ perceptions of science and attitudes towards intergroup cooperation

Aurel H. Diamond^*, Elyakim Kislev

^*Corresponding author for this work

Federmann School of Public Policy

Research output: Contribution to journal › Article › peer-review

3 Scopus citations

Abstract

Science education projects are being used to improve attitudes between conflicting groups, but it is not clear which aspects of science make it an effective agent for this purpose. This paper investigates how attitudes towards intergroup cooperation relate to different perceptions of science. Regression analyses are conducted on questionnaire data (N = 246) collected from Arab-Palestinian minority high school students in Israel, comparing students who identify primarily as Israeli, Palestinian, and pan-Arab. The analyses indicate that perceiving science as global and international is strongly associated with a preference for mixed work or study environments. The paper suggests that for many students, science and technology in Israel have become globalised and internationalised to the point that science education represents a distinct social space from mainstream Israeli society. By border-crossing into the science classroom, students enter a ‘global space’ wherein the challenges associated with minority status and poor minority–majority relations are less salient.

Original language	American English
Pages (from-to)	192-210
Number of pages	19
Journal	Compare
Volume	52
Issue number	2
DOIs	https://doi.org/10.1080/03057925.2020.1748494
State	Published - 2022

Bibliographical note

Funding Information:
The authors would like to thank the Truman Research Institute, PresenTense Israel, and the Center for the Study of Multiculturalism and Diversity at the Hebrew University of Jerusalem for continued support throughout the duration of this research. Aurel H. Diamond is grateful for a Doctoral Fellowship from the Israel Institute, and for a Doctoral Scholarship awarded by the Federmann School for Public Policy at the Hebrew University of Jerusalem.

Funding Information:
This work was supported by a Doctoral Fellowship from the Israel Institute under grant numbers GL20314 and GL20475, awarded to Aurel H. Diamond. The authors would like to thank the Truman Research Institute, PresenTense Israel, and the Center for the Study of Multiculturalism and Diversity at the Hebrew University of Jerusalem for continued support throughout the duration of this research. Aurel H. Diamond is grateful for a Doctoral Fellowship from the Israel Institute, and for a Doctoral Scholarship awarded by the Federmann School for Public Policy at the Hebrew University of Jerusalem.

Publisher Copyright:
© 2020 British Association for International and Comparative Education.

Keywords

Globalisation
Israel
minorities
quantitative methods
science education

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10.1080/03057925.2020.1748494

Cite this

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abstract = "Science education projects are being used to improve attitudes between conflicting groups, but it is not clear which aspects of science make it an effective agent for this purpose. This paper investigates how attitudes towards intergroup cooperation relate to different perceptions of science. Regression analyses are conducted on questionnaire data (N = 246) collected from Arab-Palestinian minority high school students in Israel, comparing students who identify primarily as Israeli, Palestinian, and pan-Arab. The analyses indicate that perceiving science as global and international is strongly associated with a preference for mixed work or study environments. The paper suggests that for many students, science and technology in Israel have become globalised and internationalised to the point that science education represents a distinct social space from mainstream Israeli society. By border-crossing into the science classroom, students enter a {\textquoteleft}global space{\textquoteright} wherein the challenges associated with minority status and poor minority–majority relations are less salient.",

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High school students’ perceptions of science and attitudes towards intergroup cooperation

Abstract

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Keywords

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