Since 2016, a series of horrific acts motivated by antisemitism appear to have caused a fundamental shift in the prevalence of antisemitism in the United States. Little is known, however, about how the events during this time have affected the day-to-day experiences and concerns of American Jews. Using repeated cross-sectional data from surveys of Jewish young adults who applied to Birthright Israel, this paper analyzes recent trends in Jewish young adults’ experiences and perceptions of antisemitism. Despite the high-profile incidents during this period, there is no evidence of a major increase in experiences of antisemitic harassment among Jewish young adults—either on or off campus—between 2017 and 2019. At the same time, data show a substantial increase in concerns among young Jews about antisemitism in the United States and on college campuses, with concerns about antisemitism in the United States (but not on campus) being especially concentrated among liberal Jews. These results suggest that Jewish concerns about antisemitism are linked to broader views about the climate for marginalized populations in the United States. They also point to growing Jewish anxieties over violence, safety, and acceptance in the United States. In an era of widely disseminated antisemitic conspiracy theories, even young Jews who have no first-hand experience of antisemitic harassment have become concerned.

As individuals undergoing a developmental process characterized by identity exploration, Jewish young adults are particularly vulnerable to the disruption of social connections related to the COVID-19 pandemic. Recent research has demonstrated that young adults, including young Jews, have experienced higher rates of mental health difficulties than older individuals during the pandemic. Using data from a survey of Jewish young adults who applied to participate in Birthright Israel summer 2020 trips but were unable to participate due to the pandemic, we examined the factors contributing to young adults’ mental health difficulties. We found that loneliness, rather than financial worries or concerns about the health impacts of COVID-19, was the single most important driver of reported emotional or mental health difficulties. Results also suggested that simply increasing the frequency of contacts between individuals is unlikely to reduce loneliness, unless these are positive, substantial connections, such as those among members of a “social support network.” Building and rebuilding deep, meaningful social connections between Jewish young adults should be a top priority for Jewish organizations going forward.

Although there is substantial research on the effectiveness of online learning at the individual class level, there is little reliable data on how a shift to a mostly or fully virtual campus would impact undergraduates’ satisfaction, engagement, and academic achievement. Until the COVID-19 pandemic, the limited adoption of widespread online learning at selective schools and challenges of selection bias hindered a reliable assessment of such a shift in selective institutions. After the initial period of “emergency remote learning” in 2020, many selective institutions continued widespread online learning in the second year of the pandemic. Treating the expanded deployment of online learning as a natural experiment, the present study assesses the impact of frequent online learning during the spring semester of 2021 on representative samples of undergraduate students at three selective, four-year universities. The study finds that students who participated in classes that met in person at least once a week had higher evaluations of faculty engagement and higher overall levels of academic satisfaction, compared to those who never or rarely participated in an in-person class. This relationship appears less pronounced for Black and Asian students than for White students but does not vary significantly by gender. Although online learning has great potential, these results suggest a need to better understand the conditions that will support an expansion of online learning that can maintain student satisfaction.