Examining contact and identity: Arab teachers in Jewish Schools compared with future applicants

The research delves into the impact of a programme designed to retrain Arab teachers for roles in Jewish schools, followed by a year of teaching in a Jewish school. A comparative analysis with programme applicants reveals nuanced results, challenging initial hypotheses. Graduates showed higher scores in ‘teachers’ attitudes towards shared living’, yet they also felt more ‘perceived hostility’ from their Jewish counterparts compared to applicants, suggesting that being a boundary-crossing teacher for a year has a limited impact. Applicants lacking experience in Jewish schools exhibited significantly lower scores in ‘attitudes towards shared living’, aligning with the contact hypothesis. However, differences in other variables lacked clarity. The results partly stem from the teachers’ limited experience. However, given the persistent unequal conditions, these boundary-crossing teachers are likely to continue practising contact from an unequal position within Israeli society. As such, theoretical frameworks should evolve to accommodate the complexities of these phenomena acknowledging the persistent challenges faced by boundary-crossing teachers, particularly in terms of unequal status. Graduates showed higher ‘perceived hostility’ scores than applicants without prior experience, highlighting the intricate nature of contact and the impact of reality on optimism. The study also delved into identity dynamics, revealing consistent hierarchies across groups. While teachers working in Jewish schools rated their Palestinian identity lower, the balance within each group suggested a multidimensional approach to identity negotiation. The study’s findings call for a refined understanding of intercultural contact, acknowledging diverse outcomes beyond simplified success or failure.