Numerical Diversity Only? The Case of Academic Preparatory Programs for the Negev Bedouin in Israel
Saved in:
| Title: | Numerical Diversity Only? The Case of Academic Preparatory Programs for the Negev Bedouin in Israel |
|---|---|
| Language: | English |
| Authors: | Adi Kedem-Sneor (ORCID |
| Source: | British Journal of Sociology of Education. 2026 47(4):732-748. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, Higher Education, Ethnic Groups, Racism, Inclusion, Arabs, Minority Group Students, College Students, College Graduates, Student Experience, Social Integration, Cultural Differences |
| Geographic Terms: | Israel |
| DOI: | 10.1080/01425692.2025.2609175 |
| ISSN: | 0142-5692 1465-3346 |
| 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. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1508901 |
| Database: | ERIC |
| 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. |
|---|---|
| ISSN: | 0142-5692 1465-3346 |
| DOI: | 10.1080/01425692.2025.2609175 |
