Running head: THE JEWISH COLLEGE STUDENT 1

The Jewish College Student

Marissa Dordick

Northern Illinois University

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The Jewish College Student

American colleges are constantly flooding with diverse groups of students. Oftentimes

assumptions about students’ background form and they tend to relate to race, prior experiences,

or simply what part of the country a student is coming from. Another indication of diversity that

may go unnoticed is religion. The U.S. college student has a plethora of views, values, and

understandings of the world they are a part of. One of the perceptions a student may have is

based on the belief system they uphold. Whether or not the student is religious, it is common for

a college student in the U.S. to identify in some way with a religious affiliation. 

There is a possibility that students overlook the idea that religion plays a role in student

life on campus. There are resources and centers around campuses that serve specific identity

groups of students. The integration of students with differing religious beliefs on many campuses

is very common and seems to be easily accomplished (Kosmin & Keysar, 2015). This may

indicate a reason for Jewish resource centers not being widely present around campuses in the

U.S. Limited access to temples impact where Jewish students either attend school, or how they

experience and develop within an institution. Stereotypes can be used to understand how Jews

identify themselves within their environment. The purpose of this paper is to discuss campus life,

participation, and access to resources that affect the way Jewish college students experience

college and how they achieve their goals throughout their time on campus. 

Who is the Jewish Student?

Identifying as a Jewish person has different meanings. There are varying levels of

Judaism including Orthodox, Conservative, and Reform. A student's level of religiosity and

identification can affect their experiences on the average U.S. campus. According to a survey

study conducted by Keysar and Kosmin (2014), 80% of college students believe that in the
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United States, being Jewish just means that there is a cultural group to associate with (Keysar &

Kosmin, 2014). This indicates that for many college students, being Jewish plays a role in the

community on and around campus. Since community is a strong aspect of a student’s life, the

Jewish student may benefit from connecting with other Jewish students at their university.

Unfortunately, some institutions have faced anti-Semitism on campus, which can emit a hostile

environment for Jewish students. Some believe that Jews are the forgotten minority specifically

on college campuses (Bowman and Smedley, 2012). Being a Jewish student means that there are

less resources than some ethnic groups, but more resources than other religious groups on

campuses. It also means that experiences for Jewish students differ than that of non-Jewish

students giving Jewish students a possibly different outcome from their time in college. 

To be Jewish in College: Then and Now

When it comes to understanding how Jewish students thrive on campus, it is important to

look at where they came from compared to where they are now. Background and history is

important when creating on campus services for students of particular groups. History gives

insight as to what students may face today and what they need to overcome those obstacles set

forth for them over time. 

It is well known that Jews have faced hardships in the past specifically in Europe. It is

fascinating that these difficulties have spilled over into American culture and college life. How

these ideas have spread in past years across the globe is crucial for comprehending what Jewish

college students are experiencing today on campuses across the country. With that said, Jewish

students still have issues related to the past treatment of Jewish people and the current state of

politics. 

The History of Jewish Students

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From a historical perspective, Jewish people have faced oppression for a long time.

Given that higher education was once centered around Christianity, many resources, studies, and

courses were meant for non-minority students. Higher education in the United States began in

the 17th century and according to an article by Alfred Jospe, support programs and education for

Jewish people in college were not considered until the 1920’s (Jospe, 1964). This indicates the

separation of minority students from more prominent religions because of the distinction

between the time higher education began and the introduction of Jewish assistance in college. 

Another historical observation Lavender made is that many Jewish people in the early

20th century were of low economic status, but higher education seemed to be the tool in escaping

poverty (Lavender, 1977). The historical significance of this statement is that higher education

played a pressing role in many Jews being able to move up and out of poverty, therefore

indicating more Jewish students among institutions. Lavender also mentions Jews immigrating

into the United States at a time when higher education was expanding, which means that the

Jewish people either attended colleges simply because of easier access, or due to their customs

(Lavender, 1977). This conveys the consequences of timing and the historical nature of the

Jewish people. In the past, Jewish students have been viewed as outsiders in higher education

ranging from bias in the classroom and within admissions (Mayhew, Bowman, Rockenbach,

Selznick, & Riggers-Piehl, 2018). This further exclaims that Jewish students entering universities

from multiple circumstances had its limitations alongside its gains. 

As of the late nineteenth century, Jewish educators were established at some universities

and thus Jewish studies started becoming more accepted (Baskin, 2014). This marks a turning

point for Jews in higher education in the United States because they were seen as eligible to be

present on college campuses in the form of faculty and student populations. Baskin (2014) also
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shares that, “... the establishment of positions in Semitic languages and literatures legitimized the

Jewish and Judaic presence in the American university at a time when being a Jew could

disqualify a candidate for an academic post” (p. 10). This reveals a snapshot of what being

Jewish meant before the expansion of higher education and its curriculum. It also indicates the

struggles that Jewish people who wanted to further their education dealt with and what they have

since overcome. 

Stereotypes

Alongside history comes stereotypes based on experiences and events associated with

specific groups of people. There are stereotypes attached to being a Jewish person that persists to

this day that are evident in media and other outlets. A few relevant stereotypes are, Jewish people

have money or like money, they have big noses and curly hair, or are doctors and accountants.

Stereotypes can impact the way people who identify as the stereotyped group because they may

be more likely to be aware of them if they are living that stereotype and may even adapt a

different way of life in order to break expected roles and beliefs. For example, not attending

business or med school to not fall into the category of a Jewish doctor. It is evident how this can

widely determine how a Jewish student navigates through higher education. Since college is

typically a crucial time for self-development, internalizing stereotypes can lead to dissonance in

career aspirations. 

The media plays a vital role in culture and can affect young Jews. Many celebrities have

become more open about their Jewishness leaving a space for others to feel accepted as a Jewish

person; however, these spaces have also left room for more jokes and even questions about

Judaism and identity especially for young adults. Hammerman discusses how celebrities have

internalized and embodied their vision of Jewishness. The link between Jewish comedians and
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stereotypes is apparent in that they downplay the religion and hype up the stereotypes given to

them. For instance, Jewish effeminity by male comedians and Jewish women aggression from

female comedians are stereotypes about gender and Judaism that circulate the media

(Hammerman, 2017). These jokes not only reach Jewish students, they also reach non-Jewish

students, which fuels new ideas about Jewish people that are often negative; however, the goal of

the comedy may be to shine light on the stereotypes, which in turn can lay stereotypes to rest

when students recognize that their Jewish peers do not uphold them. Stereotypes have given new

names and ideas to Jewish culture and its people, but not all can be considered accurate. 

 Current Campus Climate

Unfortunately, to this day, Jewish students at some universities are facing anti-sematic

harassment. With the rise in political propaganda in the U.S., Jews are continuing to be

antagonized across many spectrums. For example, there have been reports of anti-Sematic

protests on universities that impact a Jewish student’s ability to learn and engage with their

communities. An interesting and salient point to make here is that many anti-Sematic harassment

of Jewish students take place in the classroom or by non-Jewish peers on campus (Mayhew et al.,

2018). Although much of the hostile environment comes from other students, a study indicates

that ten percent of Jewish students claim that faculty have contributed to the problem (Saxe,

Sasson, Wright, & Hecht, 2015). Campus safety is much more than physicality. Students who

face these anti-Sematic and anti-Israel slurs may not feel mentally able to participate in courses

or with others on campus. Their religious freedom is therefore compromised and fear and stress

are induced. There are also indications that physical attacks are not as prominent as verbal ones,

but both do occur and impact the lives of Jewish students. The prior study poses an interesting

viewpoint about where the numbers come from when students share their experiences. The
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connection that students have to their religion and to Israel can determine their perception of

hostility toward Jewish people (Saxe et al., 2015). The confrontations Jews face therefore relate

to how they are affected by the environment they are immersed in. What Saxe et al. is exhibiting

is a mere highlight of a risk in retention and persistence. Although some Jewish students may

persist – accomplish a goal – they may not be retained on campus. Retention in higher education

is students who continue to enroll in courses (Renn & Reason, 2013). If the environment a

campus is providing is hostile such as on with anti-Semitism, students of Jewish faith may be

more likely to leave or transfer lowering retention, or may not complete their degree decreasing

persistence. 

More recently, there has been an addition of Jewish studies at universities. This is

important because it shows the changing and growing culture and acceptance of diverse groups

of people in the United States, specifically on college campuses. Given that in the past, educators

would not be hired based on religious affiliation, American education has come a long way

(Baskin, 2014). As it pertains to more recent campus culture, the fact that Jewish students can

attend college and have the opportunity to interact with faculty and staff of similar backgrounds

can strongly influence student success. Renn and Reason (2013) discuss how diversity on

campus comes in different forms. Whether those forms be race, gender, sexuality, religion, or

socioeconomic status, college campuses encompass diversity in some manner. As stated

previously, Jews, among others, were, “excluded by law, policy, or practice” from colleges, but

the addition of diverse faculty, staff, students, and even coursework such as Jewish studies, has

“contributed significantly to changes in campus living and learning contexts” (Renn & Reason,

2013, p. 94). Recognizing Judaism in America’s higher education system is a monumental step

in abolishing the oppression Jews are still met with in today’s campus climate.
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Participation of Jewish Students

Part of participating in life events is possessing the sense of belonging. Some students

may be more likely to participate regardless of religious identity; however, others’ participation

on a college campus is determined by whether or not they feel like there is a space for them. To

further discuss Jewish participation is simply understanding the access to not only higher

education but access to schools that have what a Jewish student feels they need to succeed. 

As a minority group, Jewish students are not as privileged as dominant groups; however,

they are in fact the most privileged of non-Christian groups (Goren, 2014). This relates to their

experiences on campus because they may not have access to what Christians do such as

churches; however, they are given more than non-Christian or non-Jewish students. For example,

resource centers and programs are available at some universities for minority students, which

puts Jews in a fascinating position. This exemplifies Jews being stuck in the middle of other

religious groups.

Another way in which Jewish students have more than other religions is through Greek

life. Some universities house Jewish fraternities and sororities such as AEPi, which is a fraternity

that reflects Jewish values and commitment (Why Go Greek?, 2017). However, going Greek

may exclude minority religions in social Greek fraternities and sororities. Including the idea of

Greek life being offered to Jewish students here aids in revealing the different aspects of Jewish

students’ ability to participate on campus. Further, Greek life may have a heavy influence on

some college students, so Jews having access to it is significant; however, they still may not get

much recognition besides that. 

As mentioned previously, Jews are underserved, but also privileged in other ways. One

way in which Jews are privileged in the United States is through race. Jews are often assumed to
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be white, which gives them an advantage over other religious and racial minorities. Being a

white Jew is more widely accepted and visible, according to Zack, Michaelson, and Kivel not all

Jews are white. In fact, the majority of Jewish people in the world do not identify as western

European white, but are considered “close enough” in the United States to be treated with such

privilege (Zack, Michaelson, and Kivel, n.d., p. 4). This is just one way to explain how Jews are

faced with prejudice and discrimination in the United States. They are pushed aside as a minority

because of the way they look, which is unintentional discrimination in itself. On the other hand,

Jewish people and students may not experience the same set of issues as their peer minority

groups, in particular, people of color attending predominantly white institutions may face more

racism. 

In addition, Mutakabbir and Nuriddin discuss further this idea of Christian privilege,

which they define as advantages given to students of Christian faith (Mutakabbir & Nuriddin,

2016). It is evident that many schools including elementary, high school, and colleges recognize

the catholic and Christian holidays such as Christmas and Easter. Mutakabbir and Nuriddin also

suggests that universities have biased school calendars, Monday through Friday work weeks,

menu options, and central worship locations on campus (Mutakabbir & Nuriddin, 2016). These

students have the privilege of not missing classes and being able to celebrate their faith; on the

other hand, non-Christian students do not receive the same treatment at most schools in the

United States. This lack of recognition for minority cultures are in line with Long’s (2016) idea

of cultural racism, which is described as viewing, “conformity to a single culture as both normal

and desirable” (p. 236). Christmas commercials and sales are normalized and desired in the

United States and disregards minority cultures. For instance, it is very unlikely to witness a

Hanukkah commercial or an advertisement recognizing the Jewish New Year (Rosh Hashanah).
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Cultural racism can affect how students see themselves as part of a college community because

religious minority students may not attend school on their religious days, or they may not be

active within their religious community. They would in turn be expected to miss out on the

American college lifestyle if they are not given the opportunity to participate in campus activities

due to colleges not recognizing their faith. 

Participation and learning for Jewish students do not only occur on a college campus, but

applies to college aged adults on or off campus as well. Birthright is a program that allows

American Jews to travel to Israel and explore the country and Jewish religion. It is for people

ages 18-32, which encompasses the average age range of a college campus (Birthright Israel,

n.d.). This is crucial as it pertains to identity development because it offers a space for students

and young adults to engage in experiential learning. These trips can be initiated by campus

resources such as Hillel, which will be discussed later on. Literature on student involvement

emphasizes that by being involved outside of the classroom during the college years is likely to

lead to desired learning outcomes (Astin, 1999). 

Campus Resources

As part of a group that is well-known but not a majority comes with stipulations of what

is available to them. Campuses can impact all ethnic groups on campus by creating resources for

students to not only meet others like them, but to acknowledge student diversity. A previously

mentioned study by Mayhew et al. (2018) supports the idea that appreciation and acceptance of

Jewish people on campus comes from, “informal engagement with diverse peers, space for

support and spiritual expression, and provocative experiences with worldview diversity” (p. 84).

As a university, providing these spaces and interactions are seen as essential for all student

development.
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A resource that many campuses possess is Hillel. Hillel is a place designed specifically

for Jewish students to interact and practice the religion on or near campus. Similar to church,

Hillel hosts services and religious events for Jewish students (Hillel International, 2019).

Unfortunately, there is not a Hillel located on or near every institution in the United States.

Although it is possible that not all colleges hold a large Jewish student population, this lack of

resources still exists. Not having access to a Hillel house can affect Jewish college students’

participation in the practice of their religion or even their college decision. It can also influence

their ability to succeed at an institution depending on their reliability on the Jewish faith. A study

conducted by Muhammad, Sapri and Sipan (2014) indicates that students believe, “... when the

building features and associated facilities provide a learning environment that meets students'

needs, it positively influences them and potentially improves their academic output or

performance” (p. 1175). This study provides evidence that buildings on campus strongly impacts

student success and further strengthens the purpose of a Hillel house for Jewish students. 

Accommodating Jewish Students

When considering the resources offered for students, it is apparent that these resources

are meant to accommodate Jewish students. Accommodating students fosters growth in learning

and personal development. It is rather important to attempt to accommodate as many students as

possible on a university campus. A rather specific way to accommodate underserved students is

through High-impact practices (HIP). High-impact practices are programs designed for students

to help them navigate and persist in college (Kuh, 2008). Research by Finley and McNair (2013)

shows that underserved students, “…  who engage in high-impact practices demonstrate greater

gains in their first-year GPAs and a higher probability of first-to-second-year retention” (p. 2).

Therefore, it is evident that accommodating students, specifically underserved students such as

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Jews, is critical of student development and success and students are more likely to stay at their

institution. The study indicates how accommodation through HIP reflects heavily on student

participation as well because HIP is an example of a resource students are welcome to participate

and engage in. Alluding back to resource accessibility, having groups and centers for students to

congregate is another example of accommodation. 

The Future of Jewish Students

As stated previously, history is significant when looking at what is going on now and

what students need in order to persist to graduation. It is also crucial for the future of the students

in terms of individuals as they continue through life and for incoming Jewish college students.

The needs of Jewish students play a role in how higher education in the U.S. will evolve in the

future.

It was brought to attention earlier that Judaism is now being recognized more at

universities through Jewish studies programs. Although this is not a social way to consider

Jewish students. Jewish studies programs give students the opportunity to either learn more about

themselves, or for non-Jewish students to further their education about an unknown religion to

them. This is significant because it allows researchers to further their research about Jewish

students and how Judaism plays a role in peoples’ lives. This can then lead to more resources and

understanding of what these students need to accomplish their goals. An article discussing the

future of Jewish studies shares a dichotomous view of where studies for Judaism are going.

Although diversity is becoming prevalent across campuses, funding is being distributed in

unhelpful ways for religious studies. The article states that at one time donations and funding

were strong, but they have recently begun to drop, leaving less opportunity for those studying

Judaism and other religious studies to obtain and uphold jobs as scholars (Levitt, 2014). This is
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an issue for the future of Jews on college campuses because if students do not have the support

of Jewish faculty and staff, they may be less willing to be involved or they may struggle to find

their place. If students do not feel as though they belong, it is possible they may transfer, drop

out, or take longer to graduate. Although it is unknown as to why funding is limited, the overall

outcome of low funds can strikingly affect Jewish students and scholars later on. 

Implications for Practice 

Jewish studies have made a name for itself in higher education, but this is not the only

way to accommodate or reach Jewish students. One way that Jewish students can be pulled out

from the middle of majority and minority groups is for universities to recognize the Jewish

holidays across campuses. Alluding to the previous discussion related to Jews being a forgotten

minority, institutions may hold ceremonies for both majority and minority religions; however,

Jewish holidays often seem to be left out of this practice. By emphasizing all religions across

campus, Judaism may be more widely seen and accepted allowing Jewish students to feel a

connection to their religion in relation to their university. 

In addition, campus resource centers that serve specific religions and offer mentorship

programs can assist Jewish students in finding their way around campus environments. Learning

communities is an example of a program that can bring students of similar backgrounds or faiths

together. Studies show that learning communities give students the opportunity to connect and

support peers similar to them who do not live in residence halls, which brought forth integration

and persistence for the students involved (Tinto, 1997, as cited in Renn & Reason, 2013). It is

evident that students of different cultural and religious backgrounds could benefit from groups

and programs dedicated to connecting them with other similar students.  

Conclusion
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It is apparent that not all students have the same experiences in college. Students’

identities differ and are challenged in college. They are challenged by others and by their own

developmental beliefs. Depending on what their identity is, there are obstacles that may inhibit a

student from succeeding. These obstacles include the history of the student’s identity, the

present-day culture, participation, and resources available. 

There are many ways to define what being a Jewish student is. Given the different levels

of Judaism, the Jewish student is subject to multiple ways in which a university can affect them.

The history of Jews outside of the United States has impacted the ways in which Jewish students

have responded to higher education then and now. There are even incidents happening on

campuses today antagonizing Jews. Historical aspects of Jewish culture as well as roles has led

to stereotypes over time that Jewish students face every day. 

Having campus resources for Jewish students can reflect the participation of students.

Having resources and being able to join organizations with others like them leads to a sense of

belonging for these students. With that said, it is crucial that institutions accommodate students

who identify as Jewish by allowing them the space to express their religiosity.
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