Orthodox Jewish education for women in America began with the work of Nacha Rivkin, a founder of Shulamith School for Girls, the first girls’ yeshiva in the United States. A courageous and proficient “doer,” Rivkin broke out of the mold of the passive, religious homemaker in her commitment to action. Through her music and artwork, she expanded the range of career possibilities for Orthodox women of her time.

A polarizing and important social reformer, Julia Richman sought to better manage the massive influx of immigrants in New York by Americanizing the new arrivals as quickly as possible, particularly through intense training in English. An educator who eventually became district superintendent of the Lower East Side schools in 1903, she created playgrounds, improved school lunches, and enforced health examinations for students.

The Moroccan Jewish community was the largest Jewish community in North Africa during the nineteenth and twentieth centuries. The status of Moroccan Jewish women was affected by a variety of factors, including a patriarchal order and social changes brought about by economic development, urbanization, and contact with European countries.

Frances Horwich was loved by parents and children alike for her educational television show, Ding Dong School, which taught millions of children how to finger paint, grow plants, and do craft projects with household objects such as pipe cleaners and paper plates. She ended up writing 27 Ding Dong School books and two books for parents, as well as winning several awards over her career.

A member of Virginia’s first generation of trained nurses, Rosa Zimmern Van Vort devoted her career to the training and education of nurses.

In the course of the second half of the twentieth century momentous changes in the status of women in the more developed societies also deeply impacted on Jewish women worldwide.This review deals with the presence and role of women in critical processes affecting world Jewish population between the 1950s and 2000 in the context of broader trends.

Since the adoption of a public school system in the mid-1800s in Romania, Jewish women in Romania women have had to fight anti-Semitism and sexism to pursue their education.

Born in Italy in 1825, Flora Sophia Clementina Randegger-Friedenberg was a persistent educator and writer. She is best known for the publication of her Jerusalem journal, which shared her extraordinary experiences in a way that combined messianic hope and the enlightenment ideals of knowledge and progress.

A minority habitually ignored by scholars, Polish-Jewish women played important roles in the changing cultural and political framework of the interwar years.

Seventy-one years earlier, Judith Peixotto, a twenty-four-year-old public school teacher of Sephardic origin, among the earliest Jewish educators in America, earned the distinction of becoming the first Jewish principal in the city of New York.

Mizrahi feminism goes beyond the typical western scope of feminism to include the history and issues that concern women in the Middle East in Israel and in Arab and Muslim countries. An intersectional feminism, it is particularly sensitive to issues of race, class division, immigration, and ethnic discrimination.

Margaret Seligman Lewisohn—education advocate, philanthropist, art collector, and college trustee—did not just give generously to education causes. As the head of the Public Education Association, Lewisohn helped make the community as passionate about education as she was.