Hotspots of antisemitism and anti-Israel sentiment on US campuses 37
for“ top-down” interventions that have potential for making a difference. There is already a vibrant discussion among Jewish educators about how to enhance the understanding of Israel( see Horowitz, 2012; Kopelowitz & Grant, 2012; Zakai, 2014). Many of these efforts aim to create a balance between building factual knowledge, helping students engage with the complexity of the issues, and fostering students’ emotional attachment to Israel. Although educational programming will not obviate difficult discussions or hostile interactions, it can nevertheless bolster students’ understanding of the issues and provide a sense of collective solidarity.
In our view, educational strategies have not gotten the attention they deserve, as public discussion has focused on legislative remedies and ways to respond to incidents of antisemitic and anti-Israel hostility. Both California and New York have recently enacted laws with respect to BDS( NY State Assembly. A09036, California State Assembly. AB-2844). Although both sets of laws make important statements, they do not address the need for more robust education about Israel. Particularly because campuses have become a focal point for anti-Israel and antisemitic activity, it is essential to provide an academic response.
The complex picture painted by this study not only suggests a different policy emphasis, but also reinforces the importance of systematic research to assess the prevalence of antisemitic and anti-Israel environments on campuses and their impact on Jewish students. Future research exploring antisemitism and anti-Israel hostility on US campuses should focus on understanding the dynamics of hostility as they are reflected on different campuses and experienced by both Jewish and non-Jewish students. Although there may be some general best practices for developing policy responses across campuses, efforts to address these issues will need to examine each campus’ particular manifestation of antisemitic and / or anti-Israel hostility in the context of the school’ s unique blend of students, cultural and political climates, and local concerns.