Shamai S, Ilatov Z
Tel-Chai Academic College, Golan Research Institute, University of Haifa, Israel.
Adolescence. 2001 Winter;36(144):681-95.
The attitudes of Israeli students toward new immigrants from the former Soviet Union were examined against the theoretical framework of the sociology of ethnicity and sociology of education. The main research question explored was which ethnic relationship model (assimilation, pluralism, or separation) best described the attitudes and self-reported behavior of Israeli youth toward the new immigrants. Israeli students' changing attitudes toward their immigrant counterparts were also investigated, as well as actual Israeli educational practices (not only declared policies) regarding Soviet immigrants. The study was conducted in grades 4-11 at schools in northern Israel. The results indicated positive attitudes and openness of relations by the Israelis toward the new immigrant students in the first year following their immigration. However, the attitudes were less positive in the second year. Although the Israeli students manifested positive attitudes toward immigration and to the immigrants themselves, these views were largely assimilatory; Israeli cultural capital was obviously dominant, and it was expected to be accepted as such by the newcomers. The findings point to Israeli assimilatory educational practice; immigrants are expected to blend in, abandoning their past heritage and culture.
本研究依据族群社会学和教育社会学的理论框架，考察了以色列学生对来自前苏联的新移民的态度。所探究的主要研究问题是，哪种族群关系模式（同化、多元主义或分离）最能描述以色列青年对新移民的态度及自我报告的行为。同时，还调查了以色列学生对移民同龄人态度的变化，以及以色列针对苏联移民的实际教育做法（不仅是宣称的政策）。该研究在以色列北部4至11年级的学校中开展。结果显示，以色列人在新移民入学后的第一年对他们持积极态度且关系开放。然而，在第二年态度就没那么积极了。尽管以色列学生对移民及移民本身表现出积极态度，但这些观点大多具有同化性；以色列的文化资本明显占主导地位，并且期望新移民能够接受这一点。研究结果表明以色列存在同化性教育做法；期望移民融入其中，摒弃他们过去的传统和文化。
