This study examined the narratives and stories of 13 daughters of Jewish women Holocaust survivors. A qualitative multi-methodological integrative approach that incorporated feminist standpoint epistemologies and elements oF grounded theory was used. Mechanisms such as the use of an auditor and judges were utilized to address the researcher's reflexive stance and subjective frame. Participants' data were collected through semi-structured interviews. Interviews were subjected to extensive qualitative analyses and were compared to find recursive themes and sub-themes. The results oF this study indicated that Holocaust survivor mothers were conceptualized by their daughters as being either strong, challenged or both. Participants described the lessons they learned from their mothers' survivor narratives and stories in terms of strength, resilience, transcendency and Jewish identity. Participants considered these lessons to be vital aspects of their lives and strategies for living.

Thesis (Ph.D.). / Written for the Dept. of Educational and Counselling Psychology. Title from title page of PDF (viewed 2008/08/04). Includes bibliographical references.

Thesis (Ed.D.) -- Teachers College, Columbia University, 1989. / Typescript; issued also on microfilm. Sponsor: William Sayres. Dissertation Committee: Paul Byers. Bibliography: leaves 184-191.

This dissertation situates itself within the problematic (mis)representation of women’s traumatic Holocaust experiences that are subjected to and underplayed by the patriarchal paradigm of Holocaust literature, in which male survivor-narratives constitute the norm. In using Holocaust texts from three different genres and periods, namely Anne Frank’s Diary of 1947, Ruth Klüger’s 2001 autobiography Still Alive: a Holocaust Girlhood Remembered, and Bernhard Schlink’s 1995 novel The Reader, this project approaches the role of genres in the re-articulation of traumatic experiences. It is the aim of this dissertation to explore the epistolary, autobiographic and fictional forms and their inherent conventions and to examine how they facilitate the articulation of women’s experiences that have long been underplayed and sanitized by rigid, patriarchal historical and literary discourses. In doing so, the project follows the structurally fragmenting impact of trauma on the mind and thus moves from short, fragmented forms, such as The Diary, to the more coherent autobiography, Still Alive, and eventually to the novel The Reader. In this analysis of the potential, conventions and complexities that each genre poses to the articulation of trauma, this project outlines and crosses boundaries of genre, gender, language and memory. In aiming at a comparative analysis of how different genres may facilitate the articulation of traumatic experiences differently, this project is based on the argument that the verbalization of trauma is essential for a person to regain control over their memories. This project is based on the different issues regarding the treatment of women, which arise in the selected texts. In selecting epistolary, autobiographic and fictional primary Holocaust texts, all of which address women’s trauma in various forms, I investigate the problematic and distorted representations of women’s experiences. These distortions of women’s traumatic experiences of the Holocaust undermine the validity of such experiences themselves. In order to show the extent of this misrepresentation across genres, I choose three very different primary texts. Firstly, a strong educational component has been ascribed to the diary of Anne Frank, which will be read as a subversive tool. Secondly, the autobiographic text chosen deals extensively with the issue of German/English translation and the representation of trauma that is affected by a bilingual condition. Thirdly, I select a postmodern novel that challenges conventional readings of Holocaust experiences through the use of very complex female characters. In approaching these issues, I will first identify such problematic distortions in the representations of women’s experiences in all three selected texts. I will then use the framework of literary theory as well as trauma and gender theorists to substantiate and evaluate my findings. In doing so, I seek to establish a comparative analysis of how the different forms allow women to re-articulate their traumatic experiences.

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Thesis (Ph. D.)--ha-Universiṭah ha-ʻIvrit bi-Yerushalayim, 2002 / Includes bibliographical references leaves 286-[312].

Teilw. zugl.: Hamburg, Universiẗat, Diss.

This dissertation is focused on research into and consideration of the relationship between a nascent form of Jewish feminism that arose in the United States in the 1970s and 1980s, and the post-1967 Palestine solidarity movement-both of which took shape in the overlap of feminist and anti-imperialist movements of the late 20th century. While restoring an archive of social movement culture, this study reveals the impact of Zionism and anti-Zionism on US feminisms, with attention to the "Question of Palestine" as a site of division and alliance for feminist movements. Utilizing theories and methods from cultural studies, ethnic studies, feminist studies, and related interdisciplinary formations, I consider ideologies and practices of late 20th century feminist movements as they address gender, sexuality, race, ethnicity, and nation through and against identity politics. With focus on the lesbian-led, politically leftist, grassroots sector of U.S. Jewish feminism and related feminist formations, I ask how the discourse of identity has been mobilized in contradictory ways, re-mapping feminist alliances and conflicts about race, nation, and colonialism.

Body image dissatisfaction at moderate levels can be a normative experience for many women of current American culture. However, women whose body dissatisfaction exceeds moderate levels are vulnerable to developing an eating disorder. Empirical findings show body dissatisfaction predicts low self-esteem, depression, and overall poor quality of life. Various theories aim to understand factors involved in the development and maintenance of body dissatisfaction. Sociocultural factors, such as peers, family, and media, have gained the greatest empirical support. The tripartite influence model of body image dissatisfaction and eating disturbance integrates sociocultural factors, and has been empirically tested to evaluate risk factors using an established theoretical model. However, this model has primarily been applied to Caucasian samples. A recent trend in the body image literature is increasing attention to ethnic differences in body image. Jews are an ethnic minority who has been virtually ignored in the empirical literature on body image; yet, studies suggest Jewish females experience body dissatisfaction. To date, no published empirical study has applied the tripartite influence model to Jewish American females. A sociocultural model can potentially increase understanding of body dissatisfaction among Jewish American females. This study used the tripartite influence model to examine relationships among variables (Jewish identity, parental influence, internalization of appearance) hypothesized to relate to body image dissatisfaction. Participants were 255 self-identified Jewish American women who completed a web-based survey measuring these constructs. Results showed a significant, yet weak, relationship between Jewish identity and body dissatisfaction. Contrary to prediction, Jewish women perceived greater pressure from fathers to lose weight than mothers, and no difference in pressure from both parents to gain weight and gain muscle. As perceived pressure from fathers to lose weight increases, women reported greater body dissatisfaction. A significant but weak relationship was found between perceived pressure from fathers to gain muscle and body dissatisfaction. The more women internalize media messages promoting the thin ideal for women, women reported less body satisfaction. A significant but low correlation was found between women who endorsed the "toned," athletic body ideal and body dissatisfaction.