Work

From Intersectional Marginalization to Empowerment: Palestinian Women Transforming Through Higher Education

Year: 2025

Type: article

Abstract: Palestinian female students from East Jerusalem face multiple forms of discrimination as Palestinians in Israeli universities, as women in traditional society, and as residents of a politically contested area. These intersecting challenges create unique difficulties that traditional educational systems cannot adequately address. Despite worldwide higher education expansion, severe inequalities persist, particularly affecting students with multiple disadvantaged identities who face institutional barriers designed to maintain disparities. This study examines how Palestinian women transform structural challenges into opportunities for empowerment within Israeli higher education. This qualitative research used in-depth semi-structured interviews with 40 Palestinian female students from East Jerusalem enrolled in Israeli institutions. Participants were recruited through snowball sampling until data saturation was achieved. An interview analysis examined educational choices, institutional navigation strategies, experiences of discrimination, cultural identity preservation, and career planning approaches using a thematic methodology. Seven interconnected themes emerged, highlighting empowerment strategies: strategic educational choice-making, institutional navigation skills, academic resilience development, cultural identity preservation, intercultural bridge-building, community-oriented career planning, and the development of critical political consciousness. The findings demonstrate how these women utilize community cultural strengths to succeed in environments not designed for their advancement, positioning themselves as institutional change agents rather than passive recipients of support. This research contributes to diversity science by revealing how intersectional marginalization creates distinctive forms of empowerment, providing insights for developing antiracist teaching approaches that recognize the cultural assets that multiply-marginalized students bring to higher education.

Source: Education Sciences

DOI: 10.3390/educsci15091144

Author: Al-Khansaa Diab

Institution: David Yellin College of Education

Language: English

Topic: Critical Race Theory in Education

Subfield: Sociology and Political Science

Field: Social Sciences

Domain: Social Sciences

SDGs: Gender equality, Reduced inequalities, Quality education, Peace, justice, and strong institutions

Open Access status: gold

Estimated APC paid: $2,172