Social relations between students from two groups in conflict: Differences in stereotypes and perceived social distance between Jewish and Arab nursing students. (July 2019)

• Record Type: Journal Article
• Authors: Hadar-Shoval, Dorit; Alon-Tirosh, Michal; Morag, Hadas
• Is Part Of: Nurse education today. Volume 78(2019)
• Page Start: 5
• Page End: 9
• Publication Date: 2019-07
• Subjects: Nursing education -- cultural sensitivity -- cultural competence -- perceived social relations -- social distance -- stereotypes; Nursing -- Study and teaching -- Periodicals; Education, Nursing -- Periodicals; Soins infirmiers -- Étude et enseignement -- Périodiques; Nursing -- Study and teaching; Periodicals; 610.7307
• DOI: 10.1016/j.nedt.2019.04.001
• Languages: English
• ISSNs: 0260-6917

Abstract

Abstract: Background: The heterogeneous nature of the nursing profession generates encounters between members of different groups. Thus, nursing education should include programs focusing on cultural sensitivity to enhance cultural competence. Due to the ongoing conflict between Arabs and Jews, Israel is an appropriate setting for examining cultural sensitivity programs. Aim: This study explores how Jewish-Israeli and Arab-Israeli nursing students studying together perceive their social relations by examining attribution of stereotypes (positive and negative) to members of the other group and willingness to engage in social interactions with individuals from the other group. Setting: The Department of Nursing at the Max Stern Yezreel Valley College. Participants: 180 Jewish and Arab nursing students at two different points in their studies, beginning students and those at more advanced stages. Methods: The students completed questionnaires examining their perceptions of the social relations between the two groups. The questionnaires measured stereotypes and perceptions of social distance regarding members of the other social group. Results: More positive stereotypes and fewer negative stereotypes were found among the Jewish students than among the Arab students. Nevertheless, the Jewish students exhibited less willingness to reduce social distance. No differences were found between beginning students and advanced students with respect to stereotypes, though advanced students expressed greater willingness to reduce social distance than did beginning students. Conclusions: The findings show that perceptions of social relations are influenced by two different contexts: the students' specific context (joint studies and joint work in the future) and the broader general context of relations between the groups. The findings indicate that programs aimed at developing cultural sensitivity and improving relations in a divided society should provide differential responses for each group and should focus on willingness to cooperate and reduce social distance rather than attempting to eliminate stereotypes.