Publications

2015
While it is difficult to gauge the effect of multicultural policies within countries, it is even more difficult to measure them across countries. In this article, I use fundamental multicultural changes that have occurred in Israeli society in recent decades as a case study, and track their effect on how Israelis who reside in the USA identify with Israel. Analysing the US census and the American Community Survey, I have focused my research on three groups of Israeli‐born migrants in the USA – Israeli Arabs, ultra‐Orthodox Jews and the Jewish majority. Findings indicate that originating from a minority community in the homeland predicts not only a different rate, but also different longitudinal trends of Israeli identification. I offer several possible explanations for these variations, but an in‐depth analysis of the Israeli case indicates that the transnational effect of the changing multicultural agenda in Israel is the leading mechanism at play.
This paper examines the role of participant-observers in process groups. In analysing the findings, I apply not only classics of psychotherapy and group theory, but also borrow concepts from Foucauldian theory in order to understand the delicate effect of observation. This research uses a full participation method, together with interviews and document analysis. Findings show that observations have both functional and normative effects. Participant-observers provide feedback to the group and the leader, but also judge their behaviour and regulate the group’s dynamics. In addition, observations have an effect on the observers themselves by providing another aspect of training, a therapeutic process, and a way to adopt social skills and norms.
2014
Elyakim Kislev. 2014. “The Effect of Minority/Majority Origins on Immigrants' Integration.” Social Forces, 92, 4, Pp. 1457-1486. Abstract
This paper develops an inexplicably understudied variable with far-reaching implications for immigrants' experience: whether an immigrant was a member of a minority group in his or her country of origin. I investigate three groups of Israeli-born immigrants in the United States: Israeli Palestinians, ultra-Orthodox Jews, and the Jewish majority. Using the US censuses and American Community Surveys, I show that each group possesses different socioeconomic and demographic characteristics as well as different cultural and economic trajectories. Ultra-Orthodox Jews display processes of separation; the Jewish majority displays processes of integration; and Israeli Palestinians display processes of accelerated integration. In addition, analysis of these three groups' background and self-selection mechanisms, utilizing data from the Israeli Social Survey, provides a better understanding of these profound differences.
2012
אליקים כסלו and Elyakim Kislev. 2012. “American Israelis: Migration, Transnationalism, and Diasporic Identity”.
Elyakim Kislev. 2012. “Components of intercultural identity: towards an effective integration policy.” Intercultural Education, 23, 3, Pp. 221-235. Abstract
This research focuses on a group of religious students who integrated into a nonreligious school in order to understand the characteristics of their intercultural identity. I suggest a new perspective in which intercultural identity is analyzed by itself rather than analyzing acculturation strategies taken by the individual. Using an in-depth analysis of the presented case study, I argue that intercultural identity is characterized by three types of components: core, reinterpreted, and transient. Thus, while the existing bidimensional model defines integration as the simultaneous acceptance of different cultures as they are, the present study stresses the importance of reinterpreting components from both cultures as a basis for integration. Accordingly, this paper suggests that an effective integration policy encourages in the individual the ability to develop the reinterpreted components. This type of approach might promote a positive correlation, defined by prior research as ambivalent, between integration and the individual’s emotional well-being and educational achievements.

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