Role salience, social support, and work-family conflict among Jewish and Arab female teachers in Israel

Conceptualizing career development in a cultural and contextual framework, this study examined within-gender differences in role salience and work- family conflict (WFC) among 101 Jewish and 99 Arab female teachers (aged 23-64 years) from central Israel. The contribution of social support to women's conflict was also examined. Results highlighted various differences: in contrast to expectations, Jewish teachers demonstrated higher spouse and parent values than Arab teachers, who demonstrated higher work values and work commitment. As expected, Jewish women reported higher levels of WFC compared to their Arab colleagues. Support systems in Jewish culture were related to lower WFC but not in Arab culture. Theoretical and practical implications emphasize the need for culture-sensitive models of work-family relations and for career counseling interventions.