| There has been limited research examining gender role socialization and identity development in Jewish girls. This study examined the cultural influences of being Jewish and female, the role of Jewish mothers in their daughters' development, and the usefulness of self in relations theory for understanding the developmental experiences of Jewish girls. Nine post-Bat Mitzvah, Ashkenazi Jewish girls, ages 12 to 14, were administered a standardized, open-ended interview. Interviews were analyzed using qualitative methods. Results indicated that self in relations theory was useful for understanding and studying the mother/daughter dyad, but less useful for understanding cultural influences on the development of identity. Subjects perceived their mothers as having an important influence on Jewish identity development, and unanimously cited the central role of the Jewish mother in facilitating Jewish holidays and Shabbat in the home. In addition, however, they strongly endorsed egalitarian and liberal roles for Jewish women in the family.;Social-contextual factors had a major influence on their development and included attending Jewish school, having a Bat Mitzvah, and learning about and living by Jewish values. Participants reported that one of the most salient experiences of being Jewish was attending a Jewish school, where they learned Hebrew and Judaic studies, celebrated holidays at school, and were among Jewish peers. Practicing Jewish rituals and ceremonies at home and in school fostered a sense of belonging and community and a strong Jewish identity. The Bat Mitzvah emerged as central to their experience of being Jewish. Subjects mentioned their hard work in preparing for the Bat Mitzvah, their sense of achievement, and the experience of being honored and recognized by their family and community. They believed that living by and learning Jewish values was a unique aspect of their Jewish identity, and a strengthening source of difference between them and non-Jewish girls. These findings indicate that Jewish girls have a unique cultural experience that is different than the Euro-American mainstream and deserves consideration in multicultural dialogues. This study was limited to a small, homogenous sample (i.e., all participants attended Jewish day school). Future research on this topic should utilize larger, more diverse samples. |
