Academic Advancement
In the Academic Margins: Social Ostracism as an Intersection of Psychological and Sociological Causes View Digital Media
Paper Presentation in a Themed Session Alexander Zibenberg
The majority of studies dealing with the feeling of ostracism focus on ostracism among employees in the organizational workspace and mainly take a psychological perspective. We assume sociological aspects also play a role in ostracism or its elimination. Our study examined ostracism in academic settings within neoliberal regimes, looking specifically at students in an Israel institution of higher education. First, we tested the relations between a personality trait (conscientiousness), group cohesion, and students' feelings of ostracism, recreating the results predicted in the literature. Then, we challenged these results by comparing findings for Jewish and Arab students, in the context of the continuous, intractable conflict between majority (Jews) and minority (Arabs) groups. The sample included 352 students (81% Jews; 19% Arabs). Findings showed that psychological theories provided only a partial explanation of students’ feelings of ostracism; critical sociological analysis of the members of the two groups is also required.
Social Distance, Sense of Belonging and Cultural Intelligence among Undergraduate Students from Diverse Groups View Digital Media
Paper Presentation in a Themed Session Ronit Reuven Even Zahav
The Israeli society is diverse, consisting of various minority groups like Arabs, Russians, and Ethiopians, each differing in nationality, religion, language, and culture. These differences lead to gaps and tensions among both minority and majority populations, especially in times of socio-political turmoil. Intergroup conflict in Israel is marked by perceived social distance and limited daily interactions among these groups. Therefore, there is a need to explore the factors contributing to the improvement of intergroup relations and inclusivity in Israeli educational organizations and communities. Based on the culturally informed perspectives a quantitative study focused on cultural intelligence (CQ), willingness to develop cross-group relations (i.e. social distance conceptualized in the literature), and sense of belonging among students from diverse backgrounds. Self-report questionnaires were distributed to 168 undergraduate students. The majority and minority groups were defined by their choice of identity. The findings reveal that higher levels of CQ were linked to increased willingness for social contact with other groups and a stronger sense of belonging. Minority groups exhibited significantly lower levels of belonging compared to the majority. Arab students experienced the highest social distance perception compared to other groups. Implications: The study underscores CQ, social distance, and academic belonging as significant factors in understanding intergroup conflicts among diverse populations in socio-political context. The paper discusses the implications of these factors on intergroup relations in academic communities, highlighting the need for fostering CQ among students and staff and inclusivity of minorities from different backgrounds in educational environments.
Barriers to the Social Integration of Elementary School Children with Disabilities : Canadian Teachers’ Report
Paper Presentation in a Themed Session Lily Dyson
Inclusion of children with disabilities in the regular class has been promoted since 1990’s. Inclusion has long been legislated in the US such as in IDEA (The Individuals with Disabilities Education Act). A major goal of inclusion is to cultivate social inclusion. Researchers have advanced the notion of social inclusion to that of social integration. Social integration, however, has not been achieved. Social isolation and exclusion of children with disabilities remain prevalent in contemporary times. At issue is what barriers there are to social integration. This study examines barriers posed to the social integration of children with disabilities, using the Canadian context as an example. Based on the qualitative research method, structured interviews were carried out with 64 elementary school teachers, mostly teaching in inclusive education classes. The recorded interviews were transcribed and coded for major themes. The results found various barriers present in major stockholders such as the child with disabilities, non-disabled peers, and the school environment. The barriers centered on the special needs of students with disabilities, the negative attitudes of their non-disabled peers, and the inadequate school administrative and resource support. The results provide guides for school administration and policy makers for addressing barriers to social integration enabling a systematic approach to promoting social integration. The results also lay a foundation for more research in systematically examining the pathway to and developing programs for achieving social integration globally. Implications for practice and further research are suggested for increasing the social integration of students with disabilities.
