This paper uses the case of Jewish schools in Chicago to explore the role of religious schools in the development of cultural capital among youth. The author focus on three sectors of Jewish Schools (Orthodox day schools, non-Orthodox day schools, and non-Orthodox supplementary schools) as contexts for learning and expressing Jewish practices, affiliations, and beliefs, which are understood to be markers of cultural capital for the Jewish community. Survey results from 834 students in grades 7-12 revealed that family and school environments are independently associated with cultural capital development. Generally, the contributions of families are more prominent than the impact of schools, but both school type and learning opportunities also contribute to cultural outcomes.
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Gamoran, A., & Boxer, M. (2005). Religious Participation as Cultural Capital Development: Sector Differences in Chicago’s Jewish Schools. Journal of Catholic Education, 8 (4). Retrieved from http://digitalcommons.lmu.edu/ce/vol8/iss4/10