Abstract: In the aftermath of the October 7, 2023 attacks, reports of anti-Israel expressions at German universities have raised questions about the prevalence and nature of such sentiments in academic environments. Traditional survey-based research on antisemitism and anti-Israel sentiment is often limited by response biases and social desirability bias. This study introduces a novel field-experimental approach to measuring anti-Israel sentiment in a real-world university setting. Using event history analysis, it examines the removal probability of stickers of the Israeli flag compared to German, US, Palestinian, and rainbow flags at a German university. Over a 24-week period, 600 stickers were placed on 50 public notice boards and were monitored for 14-day cycles. The results provide strong evidence of anti-Israel sentiment. The Israeli flag had the highest removal rate, with only 47.5% of the flags remaining at the end of the observation period—significantly lower than the survival rates of the other flags (which range from 68% to 80%). Cox regression analysis confirms that Israeli flags faced the highest removal hazard, being 3.3 to 3.7-times more likely to be removed than the rainbow flag and nearly twice as likely as the German flag. Politically motivated removals, though less frequent, disproportionately targeted Israeli flags as well. Removal rates were highest in hallways of the humanities, shared humanities/social sciences as well as in central facilities hallways. Hallways in the natural sciences, the human- and social sciences and economics had lower removal rates. Areas with higher student traffic exhibited fewer removals. Overall, the findings indicate a pronounced anti-Israel bias on campus, distinct from attitudes toward other nationalities or symbols.
Abstract: This study examines the extent of antisemitic bias in German higher education through a survey experiment conducted among students (N=1,416) at an average-sized German university in the fall of 2024/2025. Using a between-subjects design, participants were randomly assigned to evaluate English academic writing courses taught by fictitious instructors whose profiles varied by gender and ethnic/religious background—categorized as German, Israeli, and Jewish. Instructors were rated on sympathy and competence using a 7-point scale. While no significant differences emerged for competence ratings, results reveal notable bias in sympathy ratings: instructors identified as Jewish, particularly male Jewish instructors, received significantly lower ratings compared to their German counterparts. Instructors from Israel without a visible Jewish symbol were not rated significantly differently. There was also a gender bias, as female instructors with a German profile were rated less favorably than male instructors. Interestingly, the anti-Jewish bias was predominantly driven by female student raters, whereas male students primarily exhibited gender bias without significant antisemitic tendencies. These findings suggest that antisemitic motives, rather than anti-Israel sentiment, underlie the negative evaluations observed in this academic setting, and highlight the complex interplay between ethnic/religious prejudice and gender bias.
