How Do Arab Female Higher Education Students In The Bedouin Society In Israel Perceive The Influence Of The Pedagogical Instructor On Their Feeling Of Personal Growth?

Abstract

This research study examines the perceptions of Arab female higher education students in the Bedouin society in Israel of the influence of pedagogical instructors on their own development, through the lens of their participation in a conservative, patriarchal culture that frequently limits the educational possibilities of women. This study was driven by the desire to learn how pedagogical mentors could help marginalized female students develop resilience, self-efficacy, and persistence in higher education. It adds to the growing body of literature about inclusive education and teacher preparation by examining culturally responsive mentorship. Using a qualitative framework, semi-structured interviews were administered to 50 Arab Bedouin female students through purposeful sampling in higher education in Israel. The results produced five important themes which included: characteristics of effective instructors, the nature of emotional support, cognitive support, pedagogical support in academic persistence, cultural sensitivity, and mentorship in shaping future aspirations. The study argues that pedagogical instructors are important mentors and cultural mediators, who foster not only academic success but personal success as well. Important next steps include institutionalizing culturally responsive mentorship programs to build efficacy in pedagogy for women students, as well as teacher education and mentoring. Theoretically, the study advances understandings of personal development, within the realms of pedagogical mentorship and inclusion, as a relational process. Practically, this study also includes a roadmap guide to support, inform, connect, and otherwise provide backfill support for underrepresented female students in higher education.