Racism and Antiracism in Jewish Day Schools

I found Meredith Katz, Abigail Uhrman, and Jeffrey Kress’s research report, “Jewish Day School Educators’ Perceptions of How Their School Communities Engage with Race and Racism,” very thought-provoking. Here are my top-of-mind thoughts:

1. Jewish Day Schools and Elitism: Over the past 50 years, the self-identification of Jewish day schools has shifted. Whereas day school leaders once considered their schools to be aligned with public education, these days they are widely considered independent schools. One indicator of this change is the vast increase in the number of Jewish day schools that are accredited by regional independent school associations. However, we should not elide a significant difference. The social capital of elite independent schools is unmatched by Jewish schools. Parents don’t enroll in Jewish day schools to gain entree to private clubs, old-boys’ networks, or white-shoe firms. Jewish day schools are, for the most part, bastions of meritocracy, not of the elitism typical of certain independent schools.

    

2. Jews and White Privilege: Especially in the post-October 7 period, many Jews struggle to see themselves as benefiting from any kind of privilege. However, Beverly Daniel Tatum has it right when she writes that “in terms of US racial identity, Jews of European ancestry are also the beneficiaries of White racial privilege” (Tatum, 2017, p. 197). White Jews are not subject to traffic stops, police violence, or arrest more frequently than other ethnic or religious groups. Both realities can be, and are, true: Jews are victims of discrimination, both historically and in the present, and also beneficiaries of White privilege.

    

3. White Antiracist Identity Is a Journey: The study ends on a note of disappointment, apparently because the authors had hoped to discern greater progress toward addressing racism than they found. However, Janet Helms (2020) posits six stages of development toward a positive White antiracist identity, that is, one based on allyship rather than guilt. Building on her theory, Shelly Tochluk and Christine Saxman (2023) conceptualize White identity development as a journey along a complex, messy roundabout. The halting progress described by the present study’s interviewees may be seen as a reflection of typical navigational challenges that are often encountered on the road to antiracism.

    

4. Beyond Intentions and Action: I believe that the Jewish values cited by the authors are not the most apt choices for an antiracist agenda in Jewish day schools. Tzelem Elokim (the image of G-d) lends itself to appreciation rather than an activist agenda, and protecting the vulnerable (or tikkun olam - repairing the world, or hesed - helping those in need) not only tends to “other” people of color within schools, as the authors note, but also promotes a deficit view of people of color as lacking the agency to advance themselves.

As a platform on which to base antiracist work, I propose the value k’vod hab’riot (human dignity), which posits that all people live a dignified existence and impels action to preserve and promote that dignity. I believe that the goal of White antiracist activity, whether within Jewish schools or other organizations, should be to leverage White privilege to support and empower people of color to act in their own interest in ways that amplify their voices and extend their influence. For example, school leaders could encourage BIPOC staff members to join affinity groups, support and promote their career development (through professional development opportunities, advanced training, publication, etc.), and publicize their achievements. Students of color could be offered support groups and specialized training in leadership, career counseling, and resume preparation.

Jewish day schools have already made progress toward a positive White antiracist identity. Let the journey continue!

Helms, J. (2020). A race is a nice thing to have: A guide to being a White person or 
understanding a White person in your life. Cognella Academic Publishing.

Tatum, B. D. (2017). “Why are all the Black kids sitting together in the cafeteria? And other
conversations about race. Basic Books.

Tochluk, S., & Saxman, C. (2023). Being White today: A roadmap for a positive antiracist 
identity. Rowman & Littlefield.

Dr. Steven Lorch is Head of School of Kadima Day School in Los Angeles. He has also headed schools in Philadelphia, New York City, Teaneck, NJ, Melbourne, Australia, and Jerusalem.