Relevant bibliographies by topics / Jewish students

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Jewish students'

Author: Grafiati
Published: 4 June 2021
Last updated: 30 July 2024

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Journal articles on the topic "Jewish students"

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Aleksiun, Natalia. "Christian Corpses for Christians!" East European Politics and Societies: and Cultures 25, no. 3 (July 11, 2011): 393–409. http://dx.doi.org/10.1177/0888325411398913.

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In this article, the author analyzes the campaign that captured the attention of medical colleges at Polish Universities in Warsaw, Vilno, Cracow, and Lvov during the 1920s and 1930s. The author discusses calls made by right-wing students for a regular supply of Jewish corpses matching their percentage among the students, and the ways in which university authorities and Polish Jewish communal leaders responded to these demands. Clearly, driving Jews out of the medical profession combined traditional prejudicial thinking about Jews with modern racial science and corresponded with the more general call to remove Jews from free professions. However, the issue of Jewish corpses took this line of thinking into the realm of pathology. The author argues that taking issue with Jewish access to “Christian corpses” echoed perceptions of Jewish impurity. It implied that Jewish students constituted a danger not only to their Polish colleagues but even to the corpses of Christians, which they could somehow contaminate or violate. Thus, this campaign was based on the notion of essential difference between Jews and non-Jews even in death. It suggests a vision of society in which any contact between Jews and non-Jews was perceived as contaminating and dangerous.
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Krugliak, Maryna. "The Financial Situation of Jewish Students in the Russian Empire in the Early Twentieth Century (Based Principally on Census Data from Ukraine)." European Journal of Jewish Studies 12, no. 2 (August 29, 2018): 203–27. http://dx.doi.org/10.1163/1872471x-11221037.

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Abstract The article defines the characteristics of the material situation of Jewish students enrolled in the higher educational institutions of the Russian Empire, using Ukraine, whose territory was part of Russia, as an example. The author shows the attitudes of the Russian authorities toward the so-called ‘Jewish question,’ illustrates the restrictions faced by Jews when entering higher educational institutions and during training. The monthly and annual budgets of Jewish students and analysis of such data by comparison with Christian students’ budgets are presented. Proof is offered that the magnitude of the Jewish student budgets to cover daily living expenses was greater than that of their Christian counterparts. The article seeks to describe and compare the living conditions of Jewish students (housing, nutrition, health situation) with conditions faced by other students in the Russian Empire.
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Taub, David. "Jewish Studies Curricula for Jewish Students Outside Israel." Educational Practice and Theory 19, no. 1 (January 1, 1997): 47–56. http://dx.doi.org/10.7459/ept/19.1.06.

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RUDA, Oksana. "THE ROLE OF THE «MIZRACHI» POLITICAL PARTY IN THE DEVELOPMENT OF JEWISH PRIVATE SCHOOLING IN INTERWAR POLAND." Ukraine: Cultural Heritage, National Identity, Statehood 33 (2020): 69–80. http://dx.doi.org/10.33402/ukr.2020-33-69-80.

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The activity of the Jewish party «Mizrachi» in the 20s and the 30s of the 20th century, aimed at developing private Jewish schooling with Hebrew as the medium of instruction, is analyzed. In interwar Poland, Jewish students were deprived of the opportunity to receive primary education in public schools in the mother tongue as the medium of instruction, as government officials only partially implemented the Little Treaty of Versailles of 1919. The development of Jewish schooling was also complicated by the Polonization policy, the cultural and linguistic heterogeneity of Poland's Jews. Polish-speaking «szabasówka», who implemented a nationwide program of educating Jewish students in the spirit of loyalty to the government, facilitated their assimilation. That part of the Jewish community, which perceived these schools as an assimilation factor, actively participated in expanding the network of private Jewish schools with Yiddish or Hebrew mediums of instruction. An important part in the development of such religious and national educational institutions took the Mizrachi party, whose program principles combined the Jewish religious tradition with activities aimed at forming a Jewish state in Palestine. The author examines the activities of the Jewish cultural and educational societies «Jabne» and «Micyjon tejce Tora», which were cared for by «Mizrachi». The societies took part in establishing preschools, primary and secondary schools, teachers' seminaries, evening courses, public universities, reading clubs, libraries, and more. Both Judaic and secular subjects were taught in these educational institutions. Paying due attention to the teaching of Hebrew, Jewish literature, and Jewish history in schools helped preserve Jewish students' national identity. Keywords «Mizrachi» political party, Poland, cultural and educational societies, religious and national schools, Hebrew, Yiddish.
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Taylor, Rabbi Bonita E., and Rabbi David J. Zucker. "Nearly Everything We Wish Our Non-Jewish Supervisors Had Known about Us as Jewish Supervisees." Journal of Pastoral Care & Counseling: Advancing theory and professional practice through scholarly and reflective publications 56, no. 4 (December 2002): 327–38. http://dx.doi.org/10.1177/154230500205600403.

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The authors observe that Clinical Pastoral Education (CPE) developed out of a Protestant setting. Much of its thinking and writing therefore is heavily laden with Christian orientation and terminology. Sharing a general theological framework, most Christians read these words and think of the same–or similar–ideas. However, Jews neither start with nor share the same theological beliefs. Jewish students perpetually ask themselves, “If the premise isn't true for me, can the conclusion still contain meaning?” Sometimes yes, sometimes no. Often, the resulting conflict leaves Jewish students feeling alienated from their CPE supervisors and peers. Few CPE supervisors realize that although everyone is reading the same material there are (at least) two “nations” present that are processing it differently. This article, by two National Association of Jewish Chaplains (NAJC) Board-Certified Rabbis, presents twelve key points about Judaism and Jewish thought to help non-Jewish CPE supervisors and chaplains in their work with Jewish supervisees and patients (residents, et al.).
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Georgi, Dieter. "The Early Church: Internal Jewish Migration or New Religion?" Harvard Theological Review 88, no. 1 (January 1995): 35–68. http://dx.doi.org/10.1017/s0017816000030388.

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This paper discusses the issue of “Christian” identity customarily defined by its distinctiveness. I wish to start with a biographical observation: The classics school that I entered in April 1939 in Frankfurt am Main was under the same roof as the Jewish high school. This struck me as very peculiar given the propaganda and political activity of the late thirties in Nazi Germany. The Jewish high school was named after Samson Rafael Hirsch, the famous Jewish scholar and rabbi of nineteenth-century Frankfurt. On our side of the building there was nobody who would answer my questions about the school, and before long the object of my boyish inquisitiveness ceased to exist. As part of the German war machine, a military censorship complex took over the Jewish part of the building and closed the Jewish high school. The Jewish students and their teachers disappeared. We, the students of the non-Jewish part of the building, wondered during study breaks where they and the many Jews in the neighborhood of our school had gone. As the yellow star on the clothes of Jewish fellow citizens appeared, it became very obvious to us youngsters that there were fewer and fewer Jewish people around. As the Nazis established a store “for Jews only” at the trolley stop near our school, the pain and hunger of the people with the Star of David showed more and more on their faces. Their number visibly dwindled.
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Luczak, Susan E., Shoshana H. Shea, Lucinda G. Carr, Ting-Kai Li, and Tamara L. Wall. "Binge Drinking in Jewish and Non-Jewish White College Students." Alcoholism: Clinical and Experimental Research 26, no. 12 (December 2002): 1773–78. http://dx.doi.org/10.1111/j.1530-0277.2002.tb02483.x.

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Lucas, Noah. "Jewish students, the Jewish community and the ‘campus war’ in Britain." Patterns of Prejudice 19, no. 4 (October 1985): 27–34. http://dx.doi.org/10.1080/0031322x.1985.9969836.

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Smiatacz, Carmen. "A digital Jewish history?" Research on Education and Media 9, no. 1 (June 1, 2017): 24–27. http://dx.doi.org/10.1515/rem-2017-0005.

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AbstractHow can we teach Jewish history in a modern and effective way? In Hamburg, Germany, a school project called Geschichtomat tries to find an answer to that question. With the help of digital media, students explore their Jewish neighbourhood. This one-of-a-kind German program permits students to experience the Jewish past and present life in their hometown. During the project, students explore their neighbourhood to understand its historical figures, places, and events. This way they engage with Jewish life. Under the supervision of experts in the disciplines of history and media education, the students will: research, perform interviews with cultural authorities and contemporary witnesses, visit museums and archives, shoot and cut films, edit photos and write accompanying texts. Finally, their contributions are uploaded to the geschichtomat.de website. Little by little a digital map of Jewish life from the perspective of teenagers will take shape.
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Lyerly, Eric. "Protect Jewish students from antisemitism, discrimination." Campus Legal Advisor 24, no. 3 (October 15, 2023): 1–6. http://dx.doi.org/10.1002/cala.41197.

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Earlier this year, the Office for Civil Rights published a fact sheet focused on how colleges and universities can protect students from discrimination related to “shared ancestry or ethnic considerations” (bit.ly/3iPfyZP). Campus Legal Advisor covered this fact sheet in‐depth in our March 2023 issue (bit.ly/48gwhdu).
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Dissertations / Theses on the topic "Jewish students"

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Shea, Shoshana H. "Alcohol involvement in Jewish Americans /." Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2002. http://wwwlib.umi.com/cr/ucsd/fullcit?p3044783.

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Collins, Kenneth Edward. "Jewish medical students and graduates in Scotland : 1739-1945." Thesis, University of Glasgow, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.277294.

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Garland, Michelle Nichole. "Christian privilege Do Jewish students feel marginalized in public schools? /." [Ames, Iowa : Iowa State University], 2010. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3403164.

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Urban, Susanne. "Jeremy Varon: The New Life: Jewish Students of Postwar Germany." HATiKVA e.V. – Die Hoffnung Bildungs- und Begegnungsstätte für Jüdische Geschichte und Kultur Sachsen, 2016. https://slub.qucosa.de/id/qucosa%3A34809.

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Haas, Marilyn Goldman 1940. "Concerns and characteristics of Tucson Jewish youth, grades 4-12." Thesis, The University of Arizona, 1989. http://hdl.handle.net/10150/276990.

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This study assesses the concerns of Jewish youth in Tucson, Arizona and reports their demographic characteristics and those of their families. Other issues explored are Jewish identity, family and peer relations, use of community resources, and program interests. The 382 Jewish youth surveyed in grades 4-12 were essentially an affiliated population with over 96% belonging to a Jewish religious institution, education program, or youth organization. The relationship was examined between Jewish youth concerns and family changes of single-parent and stepfamily living, dual careers, and interfaith marriage. Differences in concerns were also identified by gender, educational level, and affiliation. Results are also presented of a survey of 59 Jewish community resources concerning their utilization by parents and youth and their perception of youth concerns. Based on findings, recommendations are made to encourage Jewish community awareness and responsiveness to concerns and needs of Jewish youth and their families.
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Schonfeld, Bella. "Orthodox Jewish professional women who return to school for graduate degrees during their midlife years /." Access Digital Full Text version, 1989. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10857114.

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Froehlich, Alexandra D. "The experience of students who identify as Jewish and Greek : influences on spiritual development." Scholarly Commons, 2010. https://scholarlycommons.pacific.edu/uop_etds/745.

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Seven percent of the national four year college population is involved in Greek Life (Microsoft Encarta Online Encyclopedia, 2008, ~5) with over sixty percent on some campuses (Finkel, 201 0). An often unexamined aspect of collegiate learning pertaining to this context is students' spiritual development, yet this is a vital part of a student's life throughout college and critical to whole student learning (Love & Talbot, 2005). Students report a high level of interest in spiritual activities while struggling with existential questions on a regular basis (Higher Education Research Institute, 2003). Most social fraternities and sororities embrace Christian ideals, making the spiritual development of non-Christian students involved in Greek Life a unique challenge. Focusing on the spiritual development of Jewish students within these social organizations is important because until the mid-twentieth century, there were restrictive membership clauses barring Jewish students from becoming active members of multiple fraternities and sororities founded on Christian ideals (Callais, 2002). The purpose of this study was to examine the unique dichotomy created by students who do not participate in the systemic religious views of a majority of Greek Life organizations; specifically focusing on students of Jewish faith in primarily Christian based Greek letter organizations. The students interviewed show a richness of experiences and information finding that Jewish students (1) identification as spiritually or culturally Jewish defines college experiences, (2) find sanctuary and community with other Jewish students and in groups such as Hillel, (3) who interact with faculty and staff that identify with their heritage feel a sense of belonging on campus, (4) struggle with campus dining practices, (5) face academic penalties due to practice of faith traditions, (6) did not feel welcome or comfortable at the local places of worship, and (7) in Greek letter organizations felt · excluded or challenged because of the founding ideals.
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Roth, Susan J. "And the youth shall see visions: the Jewish experience in Champaign-Urbana and the founding of Hillel /." View online, 1995. http://ia301541.us.archive.org/0/items/andyouthshallsee00roth/andyouthshallsee00roth.pdf.

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Jabareen, Ali Khaleel. "The Bagrut (matriculation) test-score gap between Arab students and their Jewish counterparts in Israel." Thesis, Boston University, 2007. https://hdl.handle.net/2144/31977.

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Thesis (Ed.D.)--Boston University
PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
The study has addressed the following research question: "What are the perceptions, attitudes, and values of the various stakeholders, both Arabs and Jews, regarding what they consider to be the root causes of the Bagrut test score gap between Arab students in Israel and their Jewish counterparts?" The Bagrut is the matriculation examination used in Israel at the end of secondary school that determines entry into university and ultimately governs opportunities for employment throughout life. [TRUNCATED]
2031-01-02
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Grande, Steven Elliot. "Seeing the canvas through the eyes of the painter : the experience of secular Jewish college students /." Ann Arbor : University Microfilms, 2004. http://wwwlib.umi.com/dissertations/preview/3114747.

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Books on the topic "Jewish students"

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Aaron, Scott. Jewish U: A contemporary guide for the Jewish college student. New York: UAHC Press, 2002.

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Aaron, Scott. Jewish U: A contemporary guide for the Jewish college student. 2nd ed. New York, N.Y: URJ Press, 2010.

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Aaron, Scott. Jewish U: A contemporary guide for the Jewish college student. 2nd ed. New York, N.Y: URJ Press, 2010.

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Aaron, Scott. Jewish U: A contemporary guide for the Jewish college student. 2nd ed. New York: URJ Press, 2010.

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Patt, Ruth Marcus. The Jewish experience at Rutgers. East Brunswick, N.J. (P.O. Box 62, East Brunswick 08816): Jewish Historical Society of Central Jersey, 1987.

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Council of Jewish Federations (U.S.). New visions for serving Jewish university students. New York, NY: Council of Jewish Federations, 1994.

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Kalman, Matthew. The kids are alright: Chapters in the history of the World Union of Jewish Students. Jerusalem: World Union of Jewish Students, 1986.

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Hillel, Cornell. Cornell Hillel: The Yudowitz Center for Jewish Campus Life. Ithaca, New York: Cornell Hillel, 2007.

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Peters, Jan Henning. Thema, Jüdische Schüler am Petrinum: Zwischen Assimilation und Vertreibung. [Germany?]: J.H. Peters, 1990.

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T︠S︡entr nauchnykh rabotnikov i prepodavateleĭ iudaiki v vuzakh "Sėfer." Eighth International Student Conference on Jewish Studies. Moscow: Moscow Center for University Teaching of Jewish Civilization "SEFER", Student Association of Jewish Studies, 2003.

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Book chapters on the topic "Jewish students"

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Katz, Sheila, and Josh Feigelson. "Understanding Jewish Students on Campus." In Educating About Religious Diversity and Interfaith Engagement, 246–60. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003444404-23.

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Forgasz, Helen J., and David Mittelberg. "Israeli Jewish and Arab Students’ Gendering of Mathematics." In Towards Equity in Mathematics Education, 203–25. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-27702-3_18.

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Tannenbaum, Michal, and Elana Shohamy. "Connecting Jewish and Arab Students via Shared Education1." In Developing Multilingual Education Policies, 74–87. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003107415-10.

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Ben-Avie, Michael. "Self-Regulation Among Students: Sharpening the Questions." In Applied Jewish Values in Social Sciences and Psychology, 23–49. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-21933-2_2.

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Shtakser, Inna. "The Radicalization of Students and Apprentices." In The Making of Jewish Revolutionaries in the Pale of Settlement, 56–75. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137430236_3.

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Kosmin, Barry A. "The Jewish Secularization Thesis and the Revival of American Jewish Secularism: The Case of College Students in 2014." In Jewish Population and Identity, 73–83. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-77446-6_4.

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Mittelberg, David, and Helen Forgasz. "Preface to “Israeli Jewish and Arab Students’ Gendering of Mathematics”." In Towards Equity in Mathematics Education, 199–201. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-27702-3_17.

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Ebner, Paulus. "Die Vertreibung Der Jüdischen Studierenden / The Expulsion of Jewish Students." In Geschichte der Technischen Hochschule Wien 1914-1955, 49–54. Wien: Böhlau Verlag, 2016. http://dx.doi.org/10.7767/9783205202219-006.

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Kenedy, Robert A. "Jewish Students’ Experiences in the Era of BDS: Exploring Jewish Lived Experience and Antisemitism on Canadian Campuses." In Israel and the Diaspora: Jewish Connectivity in a Changing World, 183–204. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-80872-3_11.

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Golan, Daphna, and Nadera Shalhoub-Kevorkian. "Engaged Academia in a Conflict Zone? Palestinian and Jewish Students in Israel." In Understanding Campus-Community Partnerships in Conflict Zones, 15–38. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-13781-6_2.

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Conference papers on the topic "Jewish students"

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"Self-efficacy, Challenge, Threat and Motivation in Virtual and Blended Courses on Multicultural Campuses." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4189.

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[This Proceedings paper was revised and published in the 2019 issue of the journal Issues in Informing Science and Information Technology, Volume 16] Aim/Purpose: The aim of this study was to examine the sense of challenge and threat, negative feelings, self-efficacy, and motivation among students in a virtual and a blended course on multicultural campuses and to see how to afford every student an equal opportunity to succeed in academic studies. Background: Most academic campuses in Israel are multicultural, with a diverse student body. The campuses strive to provide students from all sectors, regardless of nationality, religion, etc., the possibility of enjoying academic studies and completing them successfully. Methodology: This is a mixed-method study with a sample of 484 students belonging to three sectors: general Jewish, ultra-orthodox Jewish, and Arab. Contribution: This study’s findings might help faculty on multicultural campuses to advance all students and enable them equal opportunity to succeed in academic studies. Findings: Significant sectorial differences were found for the sense of challenge and threat, negative feelings, and motivation. We found that the sense of challenge and level of motivation among Arab students was higher than among the ultra-orthodox Jewish students, which, in turn, was higher than among the general Jewish student population. On the other hand, we found that the perception of threat and negative feelings among Arab students were higher than for the other two sectors for both the virtual and the blended course. Recommendations for Practitioners: Significant feedback might lessen the sense of threat and the negative feelings and be a meaningful factor for the students to persevere in the course. Intellectual, emotional, and differential feedback is recommended. Not relating to students’ difficulties might lead to a sense of alienation, a lack of belonging, or inability to cope with the tasks at hand and dropout from the course, or even from studies altogether. A good interaction between lecturer and student can change any sense of incompetence or helplessness to one of self-efficacy and the ability to interact with one’s surroundings. Recommendations for Researchers: Lecturers can reduce the sense of threat and negative feelings and increase a student’s motivation by making their presence felt on the course website, using the forums to manage discussions with students, and enabling and encouraging discussion among the students. Impact on Society: The integration of virtual learning environments into the learning process might lead to the fulfilment of an educational vision in which autonomous learners realize their personal potential. Hence they must be given tasks requiring the application of high learning skills without compromise, but rather with differential treatment of students in order to reduce negative feelings and the sense of threat, and to reduce the transactional distance. Future Research: Further studies should examine the causes of negative feelings among students participating in virtual and blended courses on multicultural campuses and how these feelings can be handled.
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Cahn, Rona Poles. "A Comparison Between Musical Upbringing Of Jewish And Arab Students In Israel." In ERD 2017 - Education, Reflection, Development, Fourth Edition. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.06.28.

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Levy, Sigal, and Yelena Stukalin. "Introducing Statistics to Ultra-Orthodox Jewish Students by Examples From the Bible." In Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. International Association for Statistical Education, 2022. http://dx.doi.org/10.52041/iase.icots11.t8f3.

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The Holy Bible is a source of many disputes and discussions. Some issues that are discussed may be reviewed considering the knowledge that modern science has to offer, specifically the principles of statistics. In this paper, we aim to examine a biblical story that is found in the Book of Daniel the prophet through the prism of statistics. The text describes the first documented clinical experiment conducted by Daniel and three of his friends. This story enables the calculation of p-value and can serve to present the principles of experiment design. We believe that this approach will make the study of statistics more understandable to the Ultra-Orthodox students and increase their motivation to engage in scientific studies.
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Shamoa-Nir, Lipaz. "Examining Dialogic Opportunities in Higher Education: Lessons Learned From Dialogue Courses for Jewish Students." In The Asian Conference on Ethics, Religion & Philosophy 2023. The International Academic Forum(IAFOR), 2023. http://dx.doi.org/10.22492/issn.2187-476x.2023.5.

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Chalmers-Curren, Jennifer. "Learning World War II Through Counternarratives: Jewish American Students Confronting Asian and Asian American Perspectives." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1571310.

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Goldberg, Tsafrir. ""They Copied From Us?" Jewish and Muslim Students' Reactions to History of Interrelation of Religions." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1579178.

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Shapir, Barbara, Teresa Lewin, and Samar Aldinah. "LET’S TALK! PROMOTING MEANINGFUL COMMUNICATION THROUGH AUTHENTIC TEACHER CHILD DIALOGUE." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end031.

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The heart of this study is an analysis of teacher–child dialogue in a classroom environment. An authentic dialogue enables children to express their real thoughts and ideas, to present insights, to ask questions, to make comments and to argue about different interpretations. In an effort to help our future teachers improve the quality of their verbal and nonverbal interactions with children as well as emotional and social support, we created a “community of learners”. Mentors and eight students - teachers (Israeli Jews and Arabs) participated in a reciprocal process of learning through experimentation while building new knowledge. Their interactions were examined how the teachers’ verbal and nonverbal responsiveness helped them to open or close conversational spaces for children while enabling them to listen to their voices. The research methodology was a discourse analysis i.e. analyzing the use of language while carrying out an act of communication in a given context. It presents a qualitative analysis of 20 transcripts of students - teacher's conversations with Israeli Jewish and Arab children from ages 4 – 6 years old. The analysis revealed that as teachers provided open conversational spaces with children, authentic dialogue emerged. Both voices were expressed and the child’s world was heard. The significance of thisstudy isto demonstrate the importance that authentic dialogue between teachers and young children has on the learning process as well as teacher’s acknowledgment on how children think and feel. This offers an opportunity for them to learn with and from the children.
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Georgiev, Mihail, and Ina Vladova. "EMOTIONS, FEELINGS, AND EXPERIENCES IN A MULTICULTURAL CLASSROOM." In INTERNATIONAL SCIENTIFIC CONGRESS “APPLIED SPORTS SCIENCES”. Scientific Publishing House NSA Press, 2022. http://dx.doi.org/10.37393/icass2022/61.

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ABSTRACT The Bulgarian educational system is multicultural – in terms of ethnicity, religion, and mother language. The common ethnic groups in the country are Roma, who are the most heterogeneous minority community, Bulgarian Turks, Pomaks, Jews, Vlachs, Armenians, and others. Roma students often have learning difficulties with various etiologies. In these populations, some students do not speak or have a poor command of the Bulgarian language, both in writing and sometimes in spoken language. However, these children and young people need to be educated. Roma students and their parents need active communication and cooperation in this regard. The report presents the results of a study of the emotions and feelings experienced by teachers when working with Roma students and non-Roma students, as well as the emotions and feelings experienced by teachers in communication with the parents of these two groups of students. The research methodology contains eleven concepts characterizing different emotions and feelings and a five-point Likert-type scale measuring their degree of expression. The study was conducted on a sample of 193 teachers. The research results show that teachers often experience stress, fatigue, helplessness, and nervousness when working with Roma students. Joy, serenity, and enthusiasm are too low. When communicating with the parents of Roma students, the emotions experienced are identical. The work of the same teachers with non-Roma students is accompanied by positive emotions and experiences – joy, enthusiasm, vigilance, and calm. Negative emotions and experiences are of low expression. Teachers feel the same emotions and experiences, but in a different order, during their communication with parents of non-Roma students.
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9

"Factors Influencing Women’s Decision to Study Computer Science: Is It Context Dependent?" In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4281.

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[This Proceedings paper was revised and published in the 2019 issue of the journal Issues in Informing Science and Information Technology, Volume 16] Aim/Purpose: Our research goal was to examine the factors that motivate women to enroll in Computer Science (CS) courses in order to better understand the small number of women in the field of CS. Background: This work is in line with the growing interest in better understanding the problem of the underrepresentation of women in the field of CS. Methodology: We focused on a college that differs in its high numbers of female CS students. The student population there consists mostly of religious Jews; some of them are Haredi, who, because of their unique lifestyle, are expected to be the breadwinners in their family. Following group interviews with 18 students, a questionnaire was administered to all the female students and 449 of them responded. We analyzed it statistically. We compared the responses of the Haredi and non-Haredi students. Contribution: The main contribution of this work lies in the idea that studying the factors underlying women’s presence in a CS program in unique communities and cultures, where women are equally represented in the field, might shed light on the nature of this phenomenon, especially whether it is universal or confined to the surrounding culture. Findings: There were significant differences between the Haredi and non-Haredi women regarding the importance they attributed to different factors. Haredi women resemble, regarding some social and economic variables, women in developing countries, but differ in others. The non-Haredi women are more akin to Western women, yet they did not completely overlap. Both groups value their family and career as the most important factors in their lives. These factors unify women in the West and in developing countries, though with different outcomes. In the West, it deters women from studying CS, whereas in Israel and in Malaysia, other factors can overcome this barrier. Both groups attributed low importance to the masculine image of CS, found important in the West. Hence, our findings support the hypothesis that women’s participation in the field of CS is culturally dependent. Recommendations for Practitioners: It is important to learn about the culture within which women operate in order to attract more women to CS. Recommendations for Researchers: Future work is required to examine other loci where women are underrepre-sented in CS, as well as how the insights obtained in this study can be utilized to decrease women’s underrepresentation in other loci. Impact on Society: Women's underrepresentation in CS is an important topic for both economic and social justice reasons. It raises questions regarding fairness and equality. In the CS field the gender pay gaps are smaller than in other professional areas. Thus, resolving the underrepresentation of women in CS will serve as a means to decrease the social gender gap in other areas.
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Clobert, Magali, Vassilis Saroglou, Kwang-Kuo Hwang, and Wen-Li Soong. "Outgroup Attitudes as a Function of East Asian Religiousness: Marked by High or Low Prejudice?" In International Association of Cross Cultural Psychology Congress. International Association for Cross-Cultural Psychology, 2016. http://dx.doi.org/10.4087/riql5763.

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Research on religion and prejudice has mostly been limited to Western Christian participants and beliefs. Evidence, overall, favors the idea of a religion-prejudice link. Does this also hold for East Asian religions, usually perceived as tolerant, and cultures, characterized by holistic thinking and tolerance of contradictions? We review here four recent studies and provide meta-analytic estimation of the East Asian interreligious prejudice. East Asian religiosity was associated with low explicit prejudice against religious outgroups in general (Study 1; adults from Japan, South Korea, and Taiwan) and three specific religious outgroups,<em> i.e</em>. Christians, Jews, and Muslims, but not atheists (Study 2; Taiwanese students), and low implicit prejudice against ethnic (Africans) and religious (Muslims) outgroups (Study 3; Taiwanese students). The mean effect size of the East Asian religious (low) prejudice was<em> r</em> = -.21. Moreover, Westerners from a Christian background primed with Buddhist pictures showed higher prosociality and, those valuing universalism, lower ethnic prejudice compared to the control, no pictures, condition (Study 4). Thus, the general idea that religion promotes prejudice lacks cross-cultural sensitivity: East Asian religion seems to be followed by low prejudice with regard to many, though not all, kinds of outgroups.
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