Israeli high school dance studies programs as a catalyst for professional development in the field of dance

This study examines the professional developmental process of high school students in Israel who chose dance as an enhanced subject. Dance is recognized as a field of study for matriculation exams taken before graduation, along with programs in math, physics, history, literature, and other traditional subjects. Online questionnaires were sent to students in the fifty-four existing programs (as of 2019–2020) throughout the country. 932 students responded, constituting about 80% of the students. The data analysis used the Social Cognitive Career Theory (SCCT) which deals with the educational contexts of professional choice. The theory emphasizes the importance of personal, environmental factors and the interaction between them in the process of developing areas of interest and professional choice. This article analyzes the responses received from students, with the goal of providing information to educators and policymakers in the education system who seek to evaluate what exists and to guide the development of additional high school dance programs in the future. The findings here show a positive impact of these programs on students’ decision-making process both while they are in school and in terms of their future interest to develop a professional career in dance.