A 1911 popular-magazine article by John Dewey is analyzed along with other writings by and about him in an attempt to determine Dewey's views on women, feminism, and coeducation. (MT)

The paradox of G. Stanley Hall seems to be his stance against coeducation simultaneous with his role as an educator of women. His theories must be considered in the context of the prevailing attitudes of the early 20th century toward the issue of sex differences. Hall was consistent in translating his theories into practice. (Author/VM)

Explores the role of women in eighteenth-century Germany's University of Halle. Reports that the school admitted both male and female students. Explains that the university's central principle, the conquest of the world through personal effort, was viewed as well suited to women, who had not been tainted by academic tradition. (SG)

The complexities of institutional change and stability in terms of gender policies are analyzed. The following three questions are central to the discussion: (1) why did some policy changes take place with only minor controversy? (2) why did vehement policy talk affect practice so little? and (3) how did gender reforms alter educational…

Begins with a brief summary of contemporary thought about, and developments in, coeducation and the overlapping topic of girls' schooling in 19th-century Russia. Makes references to, and comparisons with, contemporary debates in England and the United States. Concludes by discussing developments in coeducation in the Stalinist period. (DSK)

Those who wish to learn about the experience of women studying rhetoric and composition at American colleges 100 years ago can draw upon two sorts of histories. The story of women's entry into higher education is told by such historians as Mabel Newcomer and Barbara Solomon, but such historians seldom focus on composition studies specifically.…

This is an examination of how Catholics adapted to the United States and how American culture affected Catholicism during the twentieth century based on an investigation of major developments in Catholic higher education since World War I with emphasis on colleges and universities conducted by the Society of Jesus, the Jesuits. The opening chapter…

Traces the careers of four women who were instrumental in transforming the position of dean of women from dormitory matron into professional administrator. These women were Marion Talbot, University of Chicago, 1892-1925; Mary Bidwell Breed, Indiana University, 1901-06; Ada Louise Comstock, University of Minnesota, 1906-12; and Lois Kimball…

The diary of Lydia Short indicates that college study at Butler University provided somewhat more positive experiences for women than scholars such as Jill Conway, Ronald W. Hogeland, and LeeAnna Lawrence found in other coeducational institutions where women still occupied their prescribed roles. The second woman to graduate from Butler University…

This article contrasts the personal philosophies of Horace Mann and feminist Olympia Brown as manifested in the educational policies and daily school life at Ohio's Antioch College during the early years of the "great experiment" with "equal" coeducation. (JDH)

This study examines the accomplishments of four women who served as deans of women, a once-crucial but now defunct role, in U.S. coeducational institutions in the South. Their contributions are assessed by examining five areas: institutions, impediments, initiatives, infrastructure, and intimacy. Surveying the careers of Sarah Gibson Blanding,…

The role of the women's rights press in reporting on and advancing coeducation in the United States is considered. The women's rights press was linked to the women's rights movement and articulated the goal that women should enjoy full participation in all aspects of U.S. life, including higher education. This analysis is based on 12 of the most…

The early history of physical education for women in the northeastern section of the United States is presented. Short biographies of notable contributors, both men and women, to the expansion of physical education programs, first in womens colleges, and later in coeducational institutions, are presented. (JN)

Throughout the educational history of American society, the entrance of a new group was extremely threatening to the established traditionalists already in power at educational institutions. An analysis is done of the advent of various groups onto the American educational scene. Implications are made for modern comparisons. (JN)

Quality education for women on an equal basis to that of men had its initial inception in the American West. When Oberlin College admitted women to full status in 1833, the movement had begun. Coeducation and why it was a Western phenomenon is discussed. (MLW)