1. Muslim Female Graduate Students in the Israeli Universities
Unique Voices of Motives, Experiences, and Outcome
Izhar Oplatka

2. An increase in the rate of Muslim female students in Israel
أنا طالبة

3. The research questions
The purpose was to trace the lives of Muslim female graduate students in Israeli universities. More specifically, the study posed four questions:
What is the meaning attached to HE by these students?
How do these students interpret their own success in accessing graduate studies?
What are the factors embedded in their life stories that facilitated their access to graduate studies?
What are the effective strategies to handle Muslim women's barriers to graduate studies arising in the students' stories?

4. Why is it important to study their lives?
Successful ways to deal with barriers
The lives of those who entered graduate studies
The experiences of those who ‘made’ it
Learning about ‘enabling’ factors
Listening to the Muslim females’ voices

5. Some contextual information
1.5 million citizens in Israel are Arabs (since 1948).
A unique group of Arabs due to modernity and tradition (influenced by the Jews, democracy).
A society in transition (modernity vs. conservatism).
Muslim Arab-Israeli women confront strong religious and social factors limiting their freedom and professional opportunities (e.g., high birth rates).
Differences between urban and rural women, ‘peasants’ and Bedouins, Muslim and Druz.
Marginalized women – as women and as minority.

6. The research design 11 participants Age: 26-45
3 Bedouin, 1 from the center, 7 from the North
Education, Conflict Resolution, Social Work, Education, Biology, and Evaluation of teaching
TA, Ben Gurion, Hebrew, Technion,
Full-time students
Life story strategy
Female interviewer (in mid-life), Jewish.
Semi-structured interviews

7. Positive perceptions of HE
You know, our society influences our life very, very much. The way people look at the teacher with a second degree is entirely different, even the students in the school. If you say, 'I have MA', they will treat you differently...This teacher is a knowledgeable person; she has a wide knowledge…
I continue
Studying
Positive perceptions of HE
Higher social and professional status in the Arab society

8. An educated woman is demanded!
Parents think only about status...they let their daughters study only because they want her to find a respectable groom. The man wants a woman with degrees even if he is a primitive, but he wants an educated woman, not because he respects educated women, but because this brings respect to the family…
But, what enabled our interviewees to study?

9. Intellectual, supportive families
...I come from a very, very educated family, I mean, many doctors and professors. My mother, she is a schoolteacher now, she has MA in translation from Bar-Ilan University, and she thinks of beginning her doctoral studies, and my father pushes her to do it…
My mother has always told me: 'look how society treats the woman, look how they treat the daughters, you must always be the best, you should learn, work…it's very difficult today if only the husband works, you can't build home and you should be an educated person, nobody will help you in life...

10. The high school
[The teacher] sent us to read, to choose sorts of books in all areas and read…in the high school, when they told us to read, they gave us sentences that provoked our thoughts, so I started reading…and I was very interested and curious… [A female teacher] used to propel the girls, she used to report on those who didn't complete homework properly, she told her family how she was okay, what she did, so when I got the results of the final exams

11. High internal drive for learning
I always buy books and read books, even if I don't attend class, so I said, it's preferable to study [in an MA programme], to exploit the time there because I like reading, like to see new things, I don't like wasting my time in talk.
High achievements
I love to study
I was one of the best student in class
I learned in a class of excellents
Curiosity

12. The husband and his family
I told him, when he talked with me [about getting marriage], you have to know that I want to study for an MA, and even a third degree, and I intend to keep working, you know, social work is not like being a teacher…if you are ready for that, so welcome, if not, that's what I am, and I am not ready to change it…
A supportive mother-in-law!
An intellectual husband

13. A strong self!!! A tendency to challenge traditional, masculine habits
I am aware of my society
Ambitiousness
Self-constrained
Decisiveness
Hardiness
A search for the authentic self
Thick-skinned

14. In the women’s voices
At the beginning, it was hard, they asked me why I chose to get out [of the village], because I am considered a religious person, why did you leave? ...I said I don't hear and don't listen to them, you don't talk in the name of the religion… and I also told them that I would try, if it influences me, so okay, I'm not allowed to study, but if God is willing, I must go, it will never affect me or other girls, it never did…
…It's dependent on my personality, I wanted [to study], so I went on, even if I chose the wrong steps, even if I was wrong in many cases, but I go on, trying to do many things…

15. The Muslim woman’s strong selfhood/ personality
The family
Obstacles
The high school
The Muslim woman’s strong selfhood/ personality
The husband
Internal drive for learning
Masculine norms
Positive perceptions of HE