The research combines quantitative data on higher education and employment with in-depth interviews with 26 individuals with college degrees who work in a variety of jobs in different parts of the country, all of whom with at least five years of work experience.

Major Findings –

The Journey to Higher Education

The study points out that despite an increase in the rate of college students of Ethiopian origin, their representation in institutions of higher education is still lower than their representation in the general population, especially when it comes to advanced degrees. The route to higher education, it appears, is still a bumpy one.

Impediments to admission: The proportion of Ethiopian Israelis matriculating is close to that of the general Jewish population of Israel, but only 54% matriculate at a level high enough for admittance to institutes of higher learning, compared with 75% amongst Israeli Jews in general. Nearly all individuals interviewed had to improve their grades (either by retaking the matriculation exam or by enrolling in a pre-academic course of study) before they could be admitted to academia. Many mentioned the psychometric (college entrance) exam as a significant impediment, and indeed, the average grades of Ethiopian Israelis in the exam is lower by some 100 points than the average score of all those who take the entrance exams.

Choice of institution and major: More than four thousand Ethiopian Israeli students are enrolled in institutes of higher learning, constituting 1.4 % of all students. Relatively few pursue advanced degrees. In addition, they are under-represented at universities (vs colleges); only 24.1% of Ethiopian Israeli students are enrolled in universities, compared with 42.3% of all Jewish students. Regarding field of study, Ethiopian students are over-represented in social studies and administration, law, and auxiliary medical professions. In contrast, they are heavily under-represented in STEM professions, engineering and architecture.

First-generation academicians: All the interviewees in the study were the first generation in their families to receive a college degree; they described feelings of non-belonging and alienation, unfamiliarity with the academic system and significant differences between high school demands and academic demands. Many experienced covert or overt racism, low expectations and often loneliness, especially at universities (as opposed to colleges) and in situations in which they were the only persons from their ethnic background in a course of study. Their drop-out rate is relatively high — 25%, compared with 15% for Jewish students as a whole.

Economic hardship and its effect on studies: Most of the interviewees experienced ongoing economic hardship and needed to devote considerable time to work while studying, which often caused delays in completion of their degrees. Economic hardship also affected their choice of where to enroll; some chose the colleges that best enabled them to combine employment and study; however, that choice limited their possibilities of study and later employment.

Employment and integration difficulties: In 2020, only 0.6% of academicians in Israel were Ethiopian Israelis. The figure is low due to the small number of college graduates in the Ethiopian community, as well as to the difficulty of finding employment suitable to their expertise. Among those with bachelor’s degrees, only 18% worked in their fields, compared with 45% among the general population. Some interviewees expanded on how hard it was to translate their education into employment opportunities compatible with their education.

Academicians of Ethiopian origin are concentrated in economic sectors and occupations in which salaries are relatively low, in most cases lower than those of other minority groups. As such, they can be said to pay an “ethnic fine” – discrimination based on ethnic origin. There are many economic sectors in which hardly any Ethiopian Israelis are to be found, while their presence is significant in others — the public sector, health services, manufacturing and maintenance services.

Glass ceiling in the public sector: Despite the increase in representation of Ethiopian Israelis in the public services and local government, most occupy low-level positions and are under-represented in senior positions.

“Hyper visibility,” racism and stereotypes: High visibility intensifies differences in the workplace, as ethnic identity becomes the central factor regarding the worker, overshadowing skill, contribution and individual characteristics. The most salient phenomenon described by most of the interviewees was covert but consistent racism, reflected in lack of confidence in their professional abilities and in increased demands to prove their competence.

The culture of the Ethiopian community as an impediment, for example how hard it was to stand out and to market themselves “aggressively” as other Israelis do. Some defined theirs as “a culture of modesty” that limits one’s ability to dwell on their achievements and demand promotion.

The absence of employment networks and the types of connections needed for landing a job; the method of “friend brings friend” leaves Ethiopian Israelis out in the cold, especially in a situation in which very few Ethiopian Israelis occupy senior positions.

Affirmative action and organizational diversity: Despite awareness of the necessity of these employment strategies for increasing the presence of Ethiopian Israelis in senior positions and facilitating promotion, some mentioned that they might also act as a double-edged sword that reproduces labeling as a separate and inferior group.

The interviewees evinced determination to fight and not give up despite racism and discrimination. Strategies included refusing to work in hostile environments, even resigning to avoid them; viewing their own success as contributing to a change in the negative image of the community; directly confronting racist expressions, either with humor or aggression; or just ignoring or belittling unpleasant occurrences.

When asked what their recommendations were for young Ethiopian Israelis regarding education and employment, the main recommendations of most of the interviewees were “Get yourself a profession!” and “You will need to work twice as hard!”

RECOMMENDATIONS

Education

• Invest in improving the results of the matriculation exams of Ethiopian Israelis.
• Provide tutoring for college entrance exams.
• Direct prospective students to quality institutions and to professions for which there is demand.
• Expand economic assistance so that it includes living grants, especially for students enrolled at universities.

The Labor Market and the Public Sector

• Focus representation policy on promoting Ethiopian Israelis to senior positions in the public service and local government.
• Create clear lines of promotion and include Ethiopian Israelis in committees putting out tenders for senior positions.

Employers, Training and Employment Programs

• Raise the awareness of employers of the economic as well as the social advantages of diversity.
• Train personnel managers in diversity and inclusive work environments.
• Harness large and medium-sized employers to initiate diversity projects, with the involvement of the Ministry of Labor.
• Expand the “LaMerhak” career planning program for academicians, with an emphasis on students in colleges majoring in either the humanities or social studies.
• Promote the integration of Ethiopian Israelis into hi-tech industries and the education system.

The full research paper is available in Hebrew here (PDF).