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Psychology
Learning About Palestinian Narratives: What Are the
Barriers for Jewish College Students?
Adrienne Dessel, Noor Ali, and Alice Mishkin
Online First Publication, September 22, 2014. http://dx.doi.org/10.1037/pac0000057
CITATION
Dessel, A., Ali, N., & Mishkin, A. (2014, September 22). Learning About Palestinian
Narratives: What Are the Barriers for Jewish College Students?. Peace and Conflict: Journal of
Peace Psychology. Advance online publication. http://dx.doi.org/10.1037/pac0000057
Noor Ali
University of Michigan
Northwestern University
Alice Mishkin
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University of Michigan
The Palestinian-Israeli conflict remains unresolved, and these tensions inflame relations on
American college campuses. This study analyzed quantitative and qualitative data for
Jewish college students to examine barriers that may exist for these students in learning
about Palestinian narratives and history. Results of an online campus survey indicated
gender, family Holocaust history, religiosity, concerns about anti-Semitism and attachment
to Israel were not significant barriers, whereas having been to the West Bank or knowing Whether someone has
been to the West
or working with someone Palestinian, predicted more positive student attitudes about
Palestinians. Interactions between students political views about Israel and family and Bank or met/worked
with a Palestinian
parents beliefs predicted student attitudes about Palestinians. Qualitative analysis with
students in a course about the conflict confirmed these findings, and identified additional strongest indicator of
positive attitudes
barriers of media and personal communication skills. Recommendations are made for
future research and intergroup education to improve relationships between Jewish and Arab
college students.
Keywords: Arab, Jewish, college students, attitudes, conflict
Supplemental materials: http://dx.doi.org/10.1037/pac0000057.supp
The Palestinian-Israeli conflict remains unresolved, and these tensions inflame relations on
American college campuses as well (Shibley,
2014). The United States plays a role in this
conflict through its support for Israel, limited
support for Palestinians, and thus far, failed
peace negotiations (Khalidi, 2013; Mearsheimer
& Walt, 2007; White, 2013). American Jews in
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ian narratives through intergroup dialogue developed an increase moral concern for the suffering of Palestinians. Exposure to these
narratives disrupted the Israelis own socialization and historical narrative (Bekerman & Zembylas, 2011). Narrative models of storytelling
and reconciliation such as those found in intergroup dialogue work develop mutual trust and
empathy, address critical power imbalances,
and seek social justice (Albeck, Adwan, & BarOn, 2002; Maoz, 2011). Thus, it would seem
important to explore how to increase exposure
and openness to Palestinian narratives for
American Jews as well.
Importance of Narratives
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Quantitative Measures
Demographics. We collected information
on gender, race, sexual orientation, citizenship,
Jewish affiliation, importance of religion, importance of Judaism, and Jewish religious
school experience (Table 1). Additional items
used as independent variables were as follows.
Israel politics. This 4-item scale measures
political views about Israel, ! " .80. The response range is 1 " strongly disagree to 7 "
strongly agree, with higher scores indicating
more politically conservative views about Israel.
Israel attachment and support. This scale
includes 5 items from Cohen and Kelman
(2007, 2010) and 2 new items, ! " .88. Responses for these items range from 1 " strongly
disagree to 7 " strongly agree, with higher
scores indicating higher attachment to and support for Israel.
Anti-Semitism. This 2-item scale measures
concern about Anti-Semitism in the United
States, with a higher score indicating more concern, ! " .71.
Parents attitudes about Palestinians.
This scale of 3 items measures students report
of their parents attitudes about Palestinians,
! " .83. The response range is 1 " strongly
disagree to 7 " strongly agree, with higher
scores indicating more positive attitudes about
Palestinians.
Family beliefs about Israel. This scale
was designed to measure students report of
their familys support for and concerns about
Israel. It has 6 items, ! " .81. The response
range is 1 " strongly disagree to 7 " strongly
agree, with higher scores indicating more support for and concern about Israel.
Been to Palestinian West Bank. This
items states I have been to Palestinian villages
or cities in the West Bank and the response is
0 " no and 1 " yes.
Knowing a Palestinian. These 4 items measure whether a student knows, is close friends
with, has been to the home of, or has worked
someone who is Palestinian. Responses are 0 "
no and 1 " yes. As quality of intergroup contact
can influence intergroup attitudes, and because of
Table 1
Sample of Demographics for Jewish Student Survey (N " 89)
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Variable
Gender
Women
Men
Transgender
Race/ethnicity (self-identified)
White
Hispanic
Arab/Middle Eastern
Sexual orientation
Heterosexual
Lesbian/gay/bisexual
Other (pan-questioning, decline, queer)
Citizenship
U.S. citizen
Other citizen (Israeli)
Religion
Jewish
Other (secular Jewish)
Importance of religion
Very important or important
Importance of Judaism
Very important or important
Affiliation
Conservative
Reform
Other (modern orthodox, orthodox parents, none, Jewish,
nonaffiliated, or raised conservative but currently atheist/secular)
Orthodox
Secular
Reconstructionist
Holocaust survivor in family (grandparent or other relative)
Yes
No
Family killed in Holocaust
Yes
No
Family talked about Holocaust
Yes
No
Jewish religious school experience
Hebrew school
Day school
Other
Identify as pro-Israel
Agree or strongly agree
Identify as Zionist
Agree or strongly agree
Been to Israel (not West Bank)
Yes
No
Family in Israel
Yes
No
N
89
63
24
1
(89)
85
2
2
(87)
81
3
3
(88)
87
1
(88)
86
2
(89)
52
(89)
58
(89)
42
28
%
71.6%
27.3%
1.1%
95.5%
2.2%
2.2%
93.1%
3.4%
3.4%
98.8%
1.1%
97.7%
2.2%
58.5%
65.5%
47.2%
31.5%
8
4
4
3
9%
4.4%
4.5%
3.4%
23
65
(88)
39
49
(88)
67
21
(88)
55
22
11
(82)
56
(82)
53
(89)
76
13
(89)
54
35
26.1%
73.9%
44.3%
55.7%
76.1%
23.9%
62%
25%
12%
68.3%
59.8%
85.4%
14.6%
60.7%
39.3%
(table continues)
Table 1 (continued)
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Variable
(89)
27
62
(89)
4
85
(89)
22
67
(116)
60
56
(116)
26
90
%
30.3%
69.7%
4.5%
95.5%
24.7%
75.3%
51.7
48.3
22.4
77.6
tively correlated with student attitudes about Palestinians, such that more attachment and support,
more conservative political beliefs about Israel,
and more concerns about anti-Semitism indicated
more negative student views about Palestinians.
Parents attitudes about Palestinians were positively correlated, in that the more positive Parent
attitudes about Palestinians were, the more positive were student attitudes about Palestinians. As
expected, having been to the Palestinian West
Bank was also positively correlated with more
positive student attitudes about Palestinians. Contrary to what was expected, family beliefs about
Israel, knowing a Palestinian (in any context),
family holocaust history, gender, and religiosity
were not related to student attitudes about Palestinians.
We next entered these 12 variables of interest
into a multiple regression analysis. We assessed
predictors for multicollinearity and performed a
residual analysis for the multiple regression and
found no problems with model assumptions.
Results indicated that the full model was significant for all eight variables, R2 " .74, F(1,
74) " 14.75, p $ .001), with the overall model
accounting for 74% of the variance in the dependent variable of student Attitudes about Palestinians (see Table 3).
We found that Israel Politics (% " #.63,
t(68) " #6.50, p $ .001) was significant, such
that a higher mean on this variable, indicating
more conservative politics with regard to Israel
(more pro-Israel) indicated a lower mean on
the dependent variable of attitudes about Palestinians. No other variables in the model were
.18
.05
.06
.01
.06
#.04
#.06
.18!
.50!!!
.24!
#.23!
.54
#.45!!!
#.10
#.12
#.27
.37!!!
.35!!!
#.38
.56!!!
#.78
1.10
1.37
1.29
1.43
1.20
.88
1.60
4.76
3.39
5.18
4.66
3.17
5.75
5.26
.09
#.04
#.12
.08
#.01
.07
#.09
.09
#.11
.19!
.01
.07
.01
#.03
#.22!
#.20!
.15
.14
.27
.20!
.01
#.11
.23!
.49!!!
.03
.03
.24!
.05
#.07
.01
.07
.07
.04
.07
#.04!
.11
.16
.54!!!
.17
#.03
#.12
#.03
#.23!
.18
.04
9
8
7
6
!!!
!!
!!!
!!!
2
1
SD
M
Variable
Table 2
Means and Pearson Correlations of Study Variables
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10
11
12
significant, although having been to the Palestinian West Bank (% " .12, t(67) " 1.81, p "
.07), and knowing or working with a Palestinian
(% " .16, t(67) " 1.86, p " .07), approached
significance.
The interaction term of Israeli Politics &
Parent Attitudes about Palestinians (% " .41,
t(67) " 2.29, p $ .001) was significant as well,
such that student political attitudes affects the
relationship between parents attitudes about
Palestinians and student attitudes about Palestinians. Because a higher score on student political attitudes indicates being more pro-Israel
and more politically conservative with regard to
Israel, and a higher score on parents attitudes
about Palestinians indicates being more affirming of and interested in Palestinian narratives,
this significant interaction indicates that, for students who are more pro-Israel and politically
conservative, having pro-Palestinian parents indicates a more positive attitude toward Palestinians for students. Thus, parents attitudes can
significantly affect their students in a positive
direction.
We then ran a second model using an interaction term of Israel politics & family beliefs
about Israel, and this was significant R2 " .72,
F(1, 69) " 16.16, p $ .001) (see Table 4). In
this model, family beliefs about Israel (% " .51,
t(69) " 5.81, p $ .001), parents attitudes about
Palestinians (% " .31, t(69) " 3.83, p $ .001),
having been to West Bank (% " .13, t(69) "
1.97, p " .05), knowing or working with a
Palestinian (% " .12, t(69) " 2.21, p " .03),
and the interaction term (% " #.51, t(69) "
#.6.78, p $ .001), were all significant. This
again indicated the influence of parents, this
time showing that for students who are more
pro-Israel and politically conservative, having
family who are more pro-Israel indicates a more
negative attitude toward Palestinians for students.
Methods for Qualitative Study
Procedure and Participants
The qualitative analysis used data from student
postinterviews and final papers of 24 Jewish undergraduate students, 14 women and 10 men,
from four semesters (2009 2013) of an ArabJewish intergroup dialogue course. This type of
data has been collected in a national study of
10
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Table 3
Multiple Regression
Variable
Unstandardized
coefficient (B)
Standardized
coefficient (Beta)
Significance
Gender
Holocaust history
Religiosity
Israel politics
Israel attachment and support
Anti-Semitism
Family beliefs Israel
Parents attitudes Palestinians
Been to West Bank
Know or work with Palestinian
Close friend or been to home of Palestinian
Israel politics & parent attitudes Palestinians
.09
.06
#.01
#.82
.01
#.02
.10
#.07
.29
.09
.02
.12
.04
.06
#.01
#1.02
.01
#.02
.08
#.08
.12
.16
.03
.41
.60
.34
.88
.00!!
.93
.81
.31
.68
.07
.07
.74
.03!
Note. Dependent variable: Attitudes about Palestinians (for students). F " 14.75, R2 " .74, p " .00.
!
p $ .05. !! p $ .001.
ing: (a) social identity, group privilege and oppression, institutional and cultural influences on
social group membership, and beliefs and feelings related to the Arab-Jewish conflict; (b)
group interaction and the development of communication skills, and reflection on the course
activities; (c) negotiating differences and conflict; (d) challenges and rewards of participating
in the dialogue; and (e) applying their learning
in the future. The interview protocol asks about
motivations to take the course, learning outcomes and changes in attitudes and perceptions
of the other, and anticipated changes in behavior as a result of the course (see Appendix 2
for interview protocol).
Table 4
Multiple Regression
Variable
Gender
Holocaust history
Religiosity
Israel attachment and support
Anti-Semitism
Family beliefs Israel
Parents attitudes Palestinians
Been to West Bank
Know or work with Palestinian
Close friend or been to home of Palestinian
Israel politics & family beliefs Israel
Unstandardized
coefficient (B)
Standardized
coefficient (%)
Significance
.11
.06
.00
#.01
#.02
.63
.28
.33
.11
#.10
#.51
.05
.06
.00
#.01
#.02
.51
.31
.13
.18
#.01
#.82
.50
.41
.96
.95
.81
.00!!
.00!!
.05
.03!
.88
.00!!
Note. Dependent variable: Attitudes about Palestinians (for students). F " 16.16, R2 " .72, p " .00. Israel Politics
excluded from model because of collinearity.
!
p $ .05. !! p $ .001.
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Gender
Women
14 58%
Men
10 42%
Race/ethnicity (self-identified)
Jewish White
5
Jewish
3
American Jew, White
3
American Jewish
3
Jewish American (not American Jew), White 2
Jewish Ashkenazi
1
American Jew from Hong Kong
1
White, Jewish, Israeli-American
1
White, Jewish, Polish
1
Dont consider Judaism a race/ethnicity
1
Jewish, Iranian, American
1
Jewish, Israeli, Belarusian, American
1
Russian Jewish American
1
11
Table 6
Themes of Jewish Student Barriers to Learning
Palestinian Narratives
Jewish socialization
Family influence
Jewish education about Israel
Views about Jewish people (Holocaust, Jewish
privilege, conformity)
Own Jewish identity
Experience with and feelings about Arab people
No contact or do not know their story
Negative stereotypes
No empathy
Negative interactions
Personal communication skills
Media coverage
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12
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Media
Finally, a few students described this theme
of being strongly affected by the news reports of
the conflict between Israel and Palestine. The
tension overseas had a strong impact on campus
climate and relationships, and often prompted
escalation of tensions on campus as well. One
student described it this way:
. . . after the November bombings between Israel and
Palestine and the silent protests on the (campus), the
presence of the conflict was highly reinforced. Its
almost as if the hatred toward the Palestinians and
Israelis grew at an immense rate and I felt hopeless.
(Maura, International/American Jewish woman)
14
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2011). This indicates another area that educators and others should attend to in order to
increase Jewish students critical thinking about
Israel in relation to the Palestinian narrative.
We also found that knowing or working with
a Palestinian person, or having visited Palestinian villages or cities in the West Bank had a
positive effect on student attitudes about Palestinians. Thus, if a student does not know a
Palestinian or has not been to the West Bank,
this may be a barrier to learning more about
Palestinians and developing affirmative attitudes about the Palestinian experience. In line
with the literature on influence of parental attitudes, parents attitudes about Palestinians did
significantly influence students attitudes in a
positive direction, and can be both a facilitator
of affirming attitudes, or a barrier if parents
attitudes are more negative.
Contrary to the literature on collective victimhood (Halperin & Bar-Tal, 2011; SchoriEyal et al., 2014) and to our expectations, family Holocaust history was not identified as a
significant barrier to students wanting to learn
about Palestinian narratives. This may have
been because of the categorical response options, and a measure with more variability may
produce different results. It is also possible that,
concurrent with Vollhardts (2009) findings,
students whose families have experienced the
horrors of the Holocaust are more inclined to
empathize with and want to learn more about
Palestinian oppression. Finally, Parents views
about Israel, which were not significant in the
bivariate analysis, but became significant in the
multivariate analysis because of contributions
of other variables, indicated that the more parents were attached to or are concerned about
Israel, the more positive students attitudes are
about Palestinians. It is possible that if Israel
plays a large part in their parents lives, or their
parents are worried about the future of Israel,
that students feel a responsibility to get to know
Palestinians and their circumstances, to resolve
this conflict in a way that preserves a Jewish
state. Students may be thinking more critically
than their parents do about the conflict (Pew
Research Center, 2013; Saxe & Boxer, 2012).
Teaching about this conflict is a challenging
prospect, and work with Jewish American
young adults who are involved in this issue
should promote reflection about their own socialization and narratives (Ben Hagai, Ham-
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mack, Pilecki, & Aresta, 2013), and in particular about their parents views.
The qualitative analysis of American Jewish
students who engaged with Arab students in the
dialogue course confirmed the influence of family
and socialization process around Israel and Jewish
identity, which is concurrent with findings that
collective victimhood can impede openness to
compromise (Schori-Eyal et al., 2014), as well as
the lack of knowing Palestinians, as barriers to
learning more about the Palestinian narrative. Additionally, there were other important factors identified, such as the media, interpersonal communication skills, and reported negative interactions
with Arab students.
These results confirm the importance of dialogic and intergroup interventions that teach students to critically analyze how they are socialized
by their family and by the media, skills to communicate across conflict, and that foster positive
and productive relationships (Gurin et al., 2013).
Hammack (2009) suggests that peace education
programs promote critical consciousness that
highlights structural inequalities and support action oriented change. This analysis also identified
the influence of Jewish education about Israel,
which points to the need to include this variable in
future quantitative research. Finally, the identification of views about Jewish people as a variable
confirms the need to help students critically analyze this social identity in terms of both the past
and the future. As Holocaust history was identified
as a barrier in the qualitative analysis, and not in
the quantitative findings, it is possible that it still
exists as an obstacle for some students, but overall
is losing its significance in the current generation
(Pew Research Center, 2013). The students who
chose to take the dialogue course may be thinking
more critically about their own Jewish identity
and socialization process, thus, leading them to
have somewhat different responses to how their
family Holocaust history influences their perspective on the conflict and perception of Palestinians.
These themes can be shared with students to raise
their awareness of potential barriers to learning
more about Palestinians.
Limitations and Future Research
This study has a number of limitations that have
implications for the internal and external validity
of the findings, generalizability, and future research. The online sample was not randomly se-
15
16
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(Appendices follow)
19
Appendix 1
Quantitative Survey Items
Family Holocaust
history
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Israel politics
Anti-Semitism
Family beliefs about
Israel
(Appendices continue)
20
Appendix 2
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