![Sample our Education journals, sign in here to start your access, latest two full volumes FREE to you for 14 days]({"type":"image" , "src" : "/sda/5932/TOC-Subject-Sample-2021-Education.jpg"})
ABSTRACT
The current study identified factors contributing to the long-term perception of meaningful civic engagement in a sample of Israelis involved in extra-curricular civic-engagement programs as students. Using a qualitative research method supported by quantitative analyses, we found that five to 10 years after completing higher education, most perceived their civic engagement positively. Nevertheless, it was not necessarily perceived as a personal transformative experience which led to future civic engagement. Three major factors that contributed to the establishment of a meaningful experience which lead to long-term commitment were identified: (1) Conceptualizing personal development as embedded in the socio-political context; (2) Experiencing peer-group civic engagement as a place for self-reflection, support, and meaning; (3) Continuity and a sufficient duration of civic engagement to generate a change in the community. Palestinian citizens of Israel reported that civic engagement was more meaningful than Jewish students, who constitute the majority in Israel.
Disclosure statement
No potential conflict of interest was reported by the authors.
Notes
1 Since most of our interviewees were women and Jewish, we only specify the gender or the ethnicity of the interviewee for males and Palestinian graduates.
2 The most common Hebrew term is social engagement, which is seen as a way to detach civic engagement from the politics of the Israeli–Palestinian conflict (Golan and Shalhoub-Kevorkian Citation2014). The term civic engagement has an especially problematic connotation since it is the term used by the Ministry of Defense for programs for Palestinian youth who cannot serve in the army, but are still required to do a two-year stint of community service.
