(1979). Parent Motivations for Enrolling a Child in a Non‐Orthodox Jewish Day School. Jewish Education: Vol. 47, No. 1, pp. 44-48.

Parent Motivations for Enrolling a Child in a Non‐Orthodox Jewish Day School

On the Status of All‐Day Jewish Education

Sirmmary.-Four groups of ma!e Orthodox Jews differing in current religious practices and educational affiliation were administered the California Psychological Inventory and the Dogmatism Scale. Matched tetrads of 30 subjects each controlled for age, social class, and generation (how long the subject's family had been in the United States) were then formed. For rhe analysis of scores of the Ca!:fornia Psychological Inventory, Gough's college norms were used. Significant group differences in personality and dogmatism were found, supporting the importance of subcultural religious affiliation as a determinant of personality and dogmatism.

Personality and dogmatism among selected groups of orthodox jews.

Patterns and relations of personality and dogmatism among selected groups of orthodox jews

In Discussing Social Science Background Factors of All-Day School and Afternoon Hebrew School Students studies relating to Jews in the July 1969 issue of Jewish Education, Victor D. Sanua comments on the paucity of research on intra-group differences within the Jewish group. He correctly focuses attention upon the need for studies which would compare differences between “Jews with varying backgrounds in Jewish education and Jews who differ in their extent of their identification with the in-group.” Dr. Sanua's article describes such a study which he conducted with the assistance of his students of a research seminar at the Wurzweiler School of Social Work, Yeshiva University.

A Comparative Study of Home Background Factors of All-Day School and Afternoon Hebrew School Students

(1967). PROBLEMS OF ADJUSTMENT OF ALL‐DAY SCHOOL PUPILS AND THEIR GUIDANCE IMPLICATIONS. Jewish Education: Vol. 37, No. 4, pp. 188-198.

Eric Willner

Papers

Problems of adjustment of all‐day school pupils and their guidance implications

A Comparative Study of Home Background Factors of All-Day School and Afternoon Hebrew School Students