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.

Orthodox views on the roles women may play in their communities’ religious, educational, and social life have reflected the range of attitudes that religious group has harbored toward American society. Generally, those Orthodox Jews who have resisted American culture have not countenanced the active participation of women within the synagogue. For other Orthodox Jews, the opening of synagogue life to greater women’s participation, within what they see as the expansive boundaries of halakhah, is but another dimension of their accommodating approach to their encounter with America. 

Annie Nathan Meyer promoted women’s higher education and founded Barnard College, New York’s first liberal arts college for women. She also chronicled women’s work, dramatized women’s status in plays, novels, and short stories, and raised funds for Jewish and black students to attend Barnard.

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.

Hunter College of the City University of New York was founded as a public, tuition-free secondary and teacher-training school for women that admitted students solely on the basis of academic merit, at a time when many institutions of higher education were implementing policies of selective admissions designed specifically to deflect disadvantaged students.

Five years after the American chapter of the Organization for Rehabilitation through Training (ORT) was founded in 1922, a women’s auxiliary group (WAO) was created. WAO aided displaced Europeans and focused on creating vocational schools across the world. In the later twentieth century, WAO expanded to help create medical services for students and provide recreational facilities, among other programs.

Nelly Wolffheim spent her career developing and teaching a kindergarten curriculum based around Sigmund Freud’s psychoanalytic framework. She taught this curriculum, which encouraged children to express their sexual desires, to Jewish women teachers in Berlin. After escaping Germany for England in 1939, Wolffheim struggled to continue her research but began publishing her work again after the war.

Trude Weiss-Rosmarin made great advances for women’s involvement in Jewish life through the schools she created and her editorship of the Jewish Spectator. A dynamic speaker backed by broad-ranging Jewish scholarship and a prodigious memory, she was a popular lecturer at synagogues and Jewish centers across the United States and a foremost critic of American Jewish life and institutions.

The Jewish population of Turkey navigated far-reaching changes in the political, social, and geopolitical spheres in the late nineteenth and the early twentieth centuries, as the Ottoman Empire pursued reform and collapsed and the Turkish Republic that took its place imposed a process of “Turkification” on its residents. During this period, Jewish women partook in traditional customs relating to religion, family, and the home, while also accessing new opportunities in the public sphere through education and political engagement.

From the moment she arrived in the city in 1912 until the day she died in 1980, Anna Ticho lovingly portrayed Jerusalem in paint, pen and ink, charcoal, pastel, and pencil. Her works have been shown around Israel and abroad, and she has received numerous honorary titles and awards. She bequeathed her home, Ticho House, to the Israel Museum to be used as a site for exhibitions and cultural events.

Hasya Sukenik Feinsod served as director of the Hebrew Kindergarten Teachers College. In 1919 Feinsod was appointed by the Education Committee to serve as superintendent of kindergartens in Jerusalem. She headed the Association of Kindergarten Teachers, and she was the first and only female representative on the Education Committee.

Rahel Goitein Straus, a pioneering woman medical doctor trained in Germany, was a model “New Jewish Woman” of the early-20th century. Successfully combining a career as a physician with marriage and motherhood, she committed herself to Jewish and feminist causes and organizations throughout her life, while also embracing Zionist ideals.

Lina Shtern, biochemist and physician, was the first woman professor at the University of Geneva and the first woman named to the Soviet Academy of Sciences. Born in Latvia, then part of the Russian Empire, she returned to the Soviet Union out of political idealism. A member of the Jewish Anti-Fascist Committee during World War II, she was a victim of postwar repressions that targeted both scientists and Jews.

Joseph Dov Soloveitchik shaped Jewish practice and public opinion through the era of second-wave feminism. Despite his sometimes progressive actions, Soloveitchik maintained that women and men had separate religious and familial roles. These positions from the leader of the Modern Orthodox community cemented resistance to Orthodox feminists’ demands to increase their participation in Jewish rituals.