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Numerical diversity only? The case of academic preparatory programs for the Negev Bedouin in Israel.

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Title: Numerical diversity only? The case of academic preparatory programs for the Negev Bedouin in Israel.
Authors: Kedem-Sneor, Adi1 (AUTHOR) Adiked@post.bgu.ac.il, Abu-Rabia-Queder, Sarab1 (AUTHOR)
Source: British Journal of Sociology of Education. Jun2026, Vol. 47 Issue 4, p732-748. 17p.
Subject Terms: *Diversity & inclusion policies, *Academic programs, *Higher education, Institutional racism, Minorities, Bedouins, Critical race theory
Geographic Terms: Israel
Abstract: This study critically examines the paradoxes embedded within diversity policies in Israeli higher education, with a focus on Academic Preparatory Programmes for the Bedouin population. Drawing on Critical Race Theory and Phillips's expanded multilevel framework of institutional racism, the research demonstrates how such programmes, while nominally designed to increase minority representation, fail to address the broader systemic inequalities rooted in discriminatory state policies. Based on interviews with 21 Bedouin students and graduates, the study reveals that numerical inclusion does not equate to genuine integration. Instead, participants experience symbolic inclusion within institutions that remain structurally exclusionary. The findings highlight how racism operates across macro, meso, and micro levels to reproduce inequality, even under the guise of diversity. The study contributes to critical scholarship on diversity by exposing the mechanisms through which inequality is maintained and by calling for anti-racist, structurally transformative approaches to inclusion in higher education. [ABSTRACT FROM AUTHOR]
Copyright of British Journal of Sociology of Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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PubType: Academic Journal
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  Data: <searchLink fieldCode="JN" term="%22British+Journal+of+Sociology+of+Education%22">British Journal of Sociology of Education</searchLink>. Jun2026, Vol. 47 Issue 4, p732-748. 17p.
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  Data: *<searchLink fieldCode="DE" term="%22Diversity+%26+inclusion+policies%22">Diversity & inclusion policies</searchLink><br />*<searchLink fieldCode="DE" term="%22Academic+programs%22">Academic programs</searchLink><br />*<searchLink fieldCode="DE" term="%22Higher+education%22">Higher education</searchLink><br /><searchLink fieldCode="DE" term="%22Institutional+racism%22">Institutional racism</searchLink><br /><searchLink fieldCode="DE" term="%22Minorities%22">Minorities</searchLink><br /><searchLink fieldCode="DE" term="%22Bedouins%22">Bedouins</searchLink><br /><searchLink fieldCode="DE" term="%22Critical+race+theory%22">Critical race theory</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Israel%22">Israel</searchLink>
– Name: Abstract
  Label: Abstract
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  Data: This study critically examines the paradoxes embedded within diversity policies in Israeli higher education, with a focus on Academic Preparatory Programmes for the Bedouin population. Drawing on Critical Race Theory and Phillips's expanded multilevel framework of institutional racism, the research demonstrates how such programmes, while nominally designed to increase minority representation, fail to address the broader systemic inequalities rooted in discriminatory state policies. Based on interviews with 21 Bedouin students and graduates, the study reveals that numerical inclusion does not equate to genuine integration. Instead, participants experience symbolic inclusion within institutions that remain structurally exclusionary. The findings highlight how racism operates across macro, meso, and micro levels to reproduce inequality, even under the guise of diversity. The study contributes to critical scholarship on diversity by exposing the mechanisms through which inequality is maintained and by calling for anti-racist, structurally transformative approaches to inclusion in higher education. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of British Journal of Sociology of Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=193923402
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      – Type: doi
        Value: 10.1080/01425692.2025.2609175
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      – Code: eng
        Text: English
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        PageCount: 17
        StartPage: 732
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      – SubjectFull: Diversity & inclusion policies
        Type: general
      – SubjectFull: Academic programs
        Type: general
      – SubjectFull: Higher education
        Type: general
      – SubjectFull: Institutional racism
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      – SubjectFull: Minorities
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      – SubjectFull: Bedouins
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      – SubjectFull: Critical race theory
        Type: general
      – SubjectFull: Israel
        Type: general
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      – TitleFull: Numerical diversity only? The case of academic preparatory programs for the Negev Bedouin in Israel.
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            – D: 01
              M: 06
              Text: Jun2026
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              Y: 2026
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