Finding a Voice within Intertwining Roles and Identities: Jewish Faculty in the Face of Rising Antisemitism

Background and Purpose:

Limited research examines Jewish faculty experiences in social work, where their ethno-religious identities uniquely intersect with professional roles. While studies show antisemitism impacts social workers' belonging and identity, its effects on Jewish academics remain underexplored. This study investigates how Jewish social work faculty navigate their identities amid rising antisemitism, particularly since October 7, 2024, assessing impacts on their professional lives and identifying institutional strategies for creating inclusive environments. It recognizes that social justice, central to social work, can be interpreted and implemented differently based on varied perspectives and power dynamics.

Methods:

This study analyzes data from a larger national study of Jewish social work academics. Twenty-two participants were recruited through purposive sampling with efforts to ensure diversity in academic ranks and institutional settings and auspices. Data were collected through semi-structured Zoom interviews (60-90 minutes) between December 2024 and February 2025 using a twelve-question guide exploring participants' professional backgrounds, experiences navigating Jewish identity, instances of antisemitism, institutional responses to October 7th, and resilience strategies. Analysis proceeded in two phases: (1) Domain Identification: identifying primary domains through transcript readings and coding; and (2) Comparative Experiential Analysis: comparing experiences within each domain to contrast different identify patterns and to reveal how contextual factors shaped participants' experiences.

Results:

Analysis revealed four interconnected themes: Uncertain Allies: What do we owe each other? Participants expressed confusion about interpreting colleagues' behavior following October 7th. Many described situations where expected support was absent. This theme revealed questions about allyship and reciprocity. Blurred Boundaries: Faculty described difficulty distinguishing between professional and personal expectations, particularly when academic discussions about Israel or antisemitism implicated aspects of their identity. Categorized but Conflicted: Who do I think I am and how does Jewish identity fit into that? Participants described being newly categorized as Jewish by colleagues, often conflicting with their self-perception: Speaking Up: Faculty described complex calculations about when to speak against perceived injustices, weighing professional responsibilities, position, and aspirations against personal convictions.

Conclusions and Implications: Jewish social work faculty face multifaceted challenges navigating their professional and ethno-religious identities amid rising antisemitism. The findings demonstrate how external events can precipitate identity crises, particularly when professional environments fail to address identity-based harm. First, institutions must recognize antisemitism as a legitimate form of discrimination requiring explicit attention within DEI frameworks. Participants' experiences revealed a concerning gap in how academic institutions respond to antisemitism compared to other forms of discrimination. Second, clearer institutional guidelines regarding demonstrations, discussions of geopolitical conflicts, and support mechanisms for targeted faculty are needed to address the "uncertain allies" phenomenon. Next, professional development is needed to address antisemitism awareness among social work faculty, acknowledging the complex intersections between anti-Israel sentiment and antisemitism without simplistically conflating the two. Finally, institutions should develop specific protocols for responding to antisemitism that parallel existing mechanisms for addressing other forms of discrimination, establishing safe channels for Jewish faculty to express concerns without fear of professional repercussions.