INTERNATIONAL JOURNAL OF CHANGES IN EDUCATION
Research Article
Nov 15, 2024 1 0

Support or Interference? Support and Academic Achievements Among Majority and Minority Groups of Undergraduate Students Studying Together

Oz Guterman 1,
Ari Neuman 2 * ,
Efrat Gill 1
1 Department of Human Resources, Western Galilee College, Israel2 Department of Education, Western Galilee College, Israel* Corresponding Author
International Journal of Changes in Education, 1(4), 2024, 188-196, https://doi.org/10.47852/bonviewIJCE42022264
Publication date: Nov 15, 2024
Full Text (PDF)

ABSTRACT

Research indicates differences between the Jewish majority and the Arab minority groups in Israel in terms of academic achievements. Some explanations refer to cultural and social differences between the groups, which are expressed in greater reliance on
family support among the students of Arab origin. The present research examined the relationship between social support from family and friends and first-year grades of undergraduates studying together. In order to examine these questions, 204 students studying together were examined, half of them of Arab origin and half of them of Jewish average. For all the subjects, grades over time, the degree of social support, and a number of other variables were examined. The findings indicate a complex association between level of social support and student grades. Among students who sensed a high level of threat, social support actually correlated with lower grade levels. This effect was found mainly regarding family support among the students of Arab origin and mainly regarding support from friends among the students of Jewish origin.

KEYWORDS

minority groups academic achievements family support social support

CITATION (APA)

Guterman, O., Neuman, A., & Gill, E. (2024). Support or Interference? Support and Academic Achievements Among Majority and Minority Groups of Undergraduate Students Studying Together. International Journal of Changes in Education, 1(4), 188-196. https://doi.org/10.47852/bonviewIJCE42022264
Harvard
Guterman, O., Neuman, A., and Gill, E. (2024). Support or Interference? Support and Academic Achievements Among Majority and Minority Groups of Undergraduate Students Studying Together. International Journal of Changes in Education, 1(4), pp. 188-196. https://doi.org/10.47852/bonviewIJCE42022264
Vancouver
Guterman O, Neuman A, Gill E. Support or Interference? Support and Academic Achievements Among Majority and Minority Groups of Undergraduate Students Studying Together. International Journal of Changes in Education. 2024;1(4):188-96. https://doi.org/10.47852/bonviewIJCE42022264
AMA
Guterman O, Neuman A, Gill E. Support or Interference? Support and Academic Achievements Among Majority and Minority Groups of Undergraduate Students Studying Together. International Journal of Changes in Education. 2024;1(4), 188-196. https://doi.org/10.47852/bonviewIJCE42022264
Chicago
Guterman, Oz, Ari Neuman, and Efrat Gill. "Support or Interference? Support and Academic Achievements Among Majority and Minority Groups of Undergraduate Students Studying Together". International Journal of Changes in Education 2024 1 no. 4 (2024): 188-196. https://doi.org/10.47852/bonviewIJCE42022264
MLA
Guterman, Oz et al. "Support or Interference? Support and Academic Achievements Among Majority and Minority Groups of Undergraduate Students Studying Together". International Journal of Changes in Education, vol. 1, no. 4, 2024, pp. 188-196. https://doi.org/10.47852/bonviewIJCE42022264

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