Personal, social, and cultural engagement factors of academic success: The case of Arab students in the higher education system in Israel

Despite the rise in the number of Arab-Palestinian students in higher education in Israel in recent years, this minority population is still under-represented. However, the factors that may promote or hinder minority students’ academic success in higher education remain unclear. To elucidate these factors, the current study assessed Arab-Palestinian students’ academic success by adapted implementation of a culturally engaging campus model through four clusters of factors involved in minority academic success: personal factors (e.g., self-efficacy, academic belonging, and intent to persist), social factors related to the socio-political context, cultural environmental factors of campus (e.g., cultural responsiveness and cultural relevance), and background characteristics. Using a quantitative approach, 544 Arab undergraduate students enrolled at eight universities and colleges in Israel completed an online self-reporting questionnaire. Data were analyzed using the Structural Equation Modeling approach. Academic self-efficacy emerged as a key explanatory factor in student success. Culturally engaging campus environment and personal factors had a dominant role in mediating the effects of social variables on academic outcomes. Most Arab-Palestinian students in higher education in Isreal self-identify as Arabs. This potential identity conflict may indeed hinder their success in Israeli academic institutions. The findings highlight the need for individualized interventions and culturally responsive, relevant institutional policy that addresses the student’s barriers as an individual rather than as a uniform minority. This approach can prevent dropout and enhance minority success in Israeli higher education. Elevating the voices of Arab students can guide policymakers and educators in fostering equity and improving outcomes, particularly in conflict-affected communities.