Integration of Israeli Students of Ethiopian Origin in Israeli Universities

Tzuriel, D. (David)¹, Cohen, S. (Shlomit)¹, Cagan, A. (Anat)¹, Yosef, L. (Lea)¹, Devisheim, H. (Haim)¹, Goldenberg, R. (Rosalind)¹, Feuerstein, R. (Rafi)^1
1Feuerstein Institute, 47 Narkiss St., 9107701, Jerusalem

 

Submission type

Poster only

Scheduled

Hallway, 10-07-2019, 15:30 - 17:00

Keywords

Dynamic assessment; Cognitive Modifiability; Learning potential; Psychometric test; Ethnic minorities; Culturally biased testing

Summary

The criterion for acceptance to universities in Israel is based on psychometric testing that presents a barrier for acceptance of students of Ethiopian origin (SEO). Based on the theories of Vygotsky and Feuerstein we suggest an intervention aimed at integrating SEO, considered to be culturally deprived, in universities. The intervention includes a screening process based on dynamic assessment and an interview, short metacognitive course, and supportive counseling. A group of SEO (n = 665) with low psychometric scores, in 7 cohorts (2010-2016), applied for assistance. A group of 174 (26%) candidates were selected and enrolled for university studies. Despite their significant low psychometric scores only 4.6% of the SEO have withdrawn at the end of first year (49.4% enrolled to prestigious departments, e.g., medicine), as compared with 10.8% of national Jewish sample. Psychometric scores were similar for dropped-out and continuing students. Prediction of three-years’ GPA by psychometric score was not significant (R2 = .03) as compared to the prediction in SEO population (R2 = .10, p < .001). The findings support Feuerstein’s approach that standardized tests of students with deprived backgrounds do not reflect their learning potential. Use of short-term intervention was effective in preparing students for academic success.

Auteurs