Fractured Allyship: Disillusionment and Re-Defining Identity Among Jewish and Israeli Faculty

Background and Purpose

Social work education champions social justice and dismantling oppression, yet the experiences of Jewish and Israeli faculty remain underexplored. This gap is especially concerning given the recent surge in antisemitism following the events of October 7th, 2024. Existing research suggests antisemitism can negatively impact social workers' sense of belonging and professional mission. This study investigates the experiences of Jewish and Israeli faculty within social work academia to understand how institutions can better foster an inclusive academic environment.

Methods

This multi-site study employed a qualitative approach to explore the lived experiences of Jewish and Israeli social work faculty members, particularly following the October 7th events. Semi-structured interviews were conducted with 20 participants who identified as Jewish and/or Israeli. A 12-question interview guide focused on participants' experiences with their identities within academia and the impact of the October 7th events. Interviews were conducted via Zoom, recorded, and transcribed verbatim. Thematic analysis was utilized to analyze the interview data. The eight-person research team met weekly to employ a peer debriefing model to develop a consensus coding scheme, including collaborative coding of transcripts, identification of themes, and ongoing refinement to ensure thematic clarity.

Data and Analysis

Researchers identified three themes: Through an Institutional Lens, Disillusionment, and Re-Defining Jewish Identity. Through an Institutional Lens: Findings emphasize how factors beyond individual identities shape experiences within academia for Jewish and Israeli faculty. Physical proximity on campus, faculty role, and location of the interviewee and institution significantly influenced expectations and sense of belonging. External perceptions can pressure faculty to conform to specific viewpoints, particularly regarding the differential treatment of Israel, leaving participants confused and concerned about antisemitism. Disillusionment: The aftermath of the October 7th events revealed a deep sense of disillusionment among participants, who felt profoundly disappointed by the lack of allyship from colleagues and professional organizations. In its most extreme forms, respondents described experiences of abandonment, exclusion, and pressure to conform to specific viewpoints. This disillusionment is further compounded by a fracturing of trust, leaving Jewish faculty feeling ostracized, particularly in DEI spaces where they previously felt like committed allies who did not receive reciprocity in times of heightened antisemitism. Re-Defining Jewish Identity: The crisis appears to have triggered a process of re-defining Jewish identity for participants. This was fueled in part by participants' own struggles to navigate their complex feelings towards Israel, described as "Israel ambivalence." As a result, some participants sought out deeper connection with their Jewish heritage and community, fostering a stronger sense of belonging.

Implications

Understanding these themes holds significant implications for improving educational practices and campus environments. Universities must take a proactive stance against antisemitism and marginalization, as identified by this study, to create a safe and inclusive space for all faculty and Jewish students. Fostering open dialogue about complex topics like Israel and identity can bridge divides and promote empathy within the academic community, and establishing support networks specifically for Jewish and Israeli faculty can provide a sense of belonging.