Publisher's Synopsis
Using data drawn from a study of pluralistic Jewish high schools, this illustrates the complex and often challenging interplay between the cognitive and socio-affective elements of education. It grapples with questions, such as: How can the balance between community cohesion and group differences be achieved in diverse settings? How can the "formal" and "informal" offerings of a school coalesce to address these broadly conceived identity outcomes, and what are the challenges in doing so?
