Although recent scholarship has examined gender issues in Judaism with regard to texts, rituals, and the rabbinate, there has been no full-length examination of the education of Jewish children in day schools. Drawing on studies in education, social science, and psychology, as well as personal interviews, the authors show how traditional (mainly Orthodox) day school education continues to re-inscribe gender inequities and socialize students into unhealthy gender identities and relationships. They address pedagogy, school practices, curricula, and textbooks, as along with single-sex versus coed schooling, dress codes, sex education, Jewish rituals, and gender hierarchies in educational leadership. Drawing a stark picture of the many ways both girls and boys are molded into gender identities, the authors offer concrete resources and suggestions for transforming educational practice.

In this illuminating book, Elana Maryles Sztokman investigates a fascinating new sociological phenomenon: Orthodox Jewish men who connect themselves to egalitarian or quasi-egalitarian religious enterprises. She examines the men who have enabled these transitions by constituting the requisite ten-man prayer quorum of Orthodoxy. By participating in “Partnership Minyanim,” these men support the reconstruction of both male and female roles without leaving the Orthodox religious world. Sztokman interrogates the ideologies and motivations of more than fifty such men in the United States, Israel, and Australia. Beginning with the “Orthodox Man Box” of conventionally constructed male behavior, she explores their struggles to navigate individualism and conformity, tradition and change. Setting their experiences in the context of gender role construction in traditional and contemporary synagogues, she shows how, for example, changes in leadership in Partnership Minyanim facilitate a fresh approach to liturgical expression, offering the possibility of reforming how modern Orthodox Jews attend services and pray.