Jewish women in the United States became professional teachers to an extent unprecedently in Jewish history. Through Jewish educational organizations, Jewish schools, and public schools, female Jewish teachers have played an important role in shaping the North American teaching profession.

The Jewish summer camp movement shaped ethnic-American identity and Jewish childhood throughout the twentieth and into the twenty-first century. A means to fight anti-Semitism by showcasing patriotism and developing the camper’s physical fitness, it was also a safe space to explore, question and craft religious traditions and rituals, novel ideas about girlhood, and the possibilities of womanhood.

Founded in 1954, Stern College for Women of Yeshiva University is the longest-standing college in America for women under Jewish auspices. It has attracted young women from both Orthodox and non-Orthodox Jewish homes interested both in secular university training and high-level Jewish studies. 

Sisterhoods of Personal Service coordinated the philanthropic work of synagogue sisterhoods across New York City and the United States in the late nineteenth and early twentieth centuries, assisting a considerable number of immigrants through a variety of financial, vocational, educational, and social programs.

Gladys Rosen created resources that changed how people approached Jewish history. As program specialist for the American Jewish Committee, she published Guidelines to Jewish History and Social Studies Instructional Materials, which offered summaries of Jewish history and resources for teaching Judaic studies. She went on to coedit a number of books on Jewish culture and history and was an interviewer on the radio program, Jewish Viewpoint.

Betty Robbins is often heralded as the first female cantor – in fact, that honor goes to Julie Rosewald. However, Robbins was the first woman to be officially designated as cantor. The Board of Trustees at Temple Avodah in Oceanside, New York unanimously appointed Robbins as their cantor in 1955.

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.