Abstract
This paper uses the case of Jewish schools in Chicago to explore the role of religious schools in the development of cultural capital among youth. The author focus on three sectors of Jewish Schools (Orthodox day schools, non-Orthodox day schools, and non-Orthodox supplementary schools) as contexts for learning and expressing Jewish practices, affiliations, and beliefs, which are understood to be markers of cultural capital for the Jewish community. Survey results from 834 students in grades 7-12 revealed that family and school environments are independently associated with cultural capital development. Generally, the contributions of families are more prominent than the impact of schools, but both school type and learning opportunities also contribute to cultural outcomes.
Highlights
This paper uses the case of Jewish schools in Chicago to explore the role of religious schools in the development of cultural capital among youth
The analysis considers the roles of both family affiliation and practices, and school type and curriculum, as potential influences on young persons’ Jewish cultural capital, as represented by their commitment and capacity to engage with the traditions and practices of the Jewish people
Note that the significant association between learning opportunities and ritual practices holds with controls for school type, that is, it is an association that occurs within sectors
Summary
This paper uses the case of Jewish schools in Chicago to explore the role of religious schools in the development of cultural capital among youth. The authors focus on three sectors of Jewish schools (Orthodox day schools, nonOrthodox day schools, and non-Orthodox supplementary schools) as contexts for learning and expressing Jewish practices, affiliations, and beliefs, which are understood to be markers of cultural capital for the Jewish community. The study uses new, richer measures of Jewish affiliation, practices, and commitment than are commonly found in either research on Jewish identity or in studies of cultural capital more generally. The contributions of the study lie in framing the problem of Jewish identity development as a matter of cultural capital transmission, and in providing evidence on the associations among family, school, and young persons’ religious expressions
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