Abstract

Higher education increases equality, social mobility, and employment opportunities. However, the transition into this demanding environment is not always easy, especially for students from minority populations. In Israel, higher education is especially difficult for students from the Arab community, and even more so for those with learning difficulties. While most academic institutions in Israel offer learning assistance through dedicated support centers, students from Arab society often avoid seeking such help, due to stigmas and additional social barriers. This study examines the integration into academia of Arab students following the help of a support center within three academic colleges that aim to make higher education more accessible to the Arab community. The aim of the research is to examine and to evaluate the intervention model that is used in Israel as a lever for the integration of students from Arab society into the Israeli academia on the basis of several aspects such as focusing on the transition into academia, sociocultural adaptation, and learning support. A mixed method two-step study was conducted that involved the collection and analysis of both quantitative and qualitative data. A triangulation and integration between quantitative and qualitative data was done in the analysis of the data. The findings show that Arab students who received assistance from the college support center integrated easily into academia. This study presents the importance of providing emotional and pedagogical support for students from the Arab sector in Israel, to increase their academic integration and success for their own benefit and for the benefit of society as a whole.