Feelings of closeness to professors of 201 students were studied at a women's college, two coed colleges, and a university. Overall, students felt closer to female professors. Students at one coed college felt the greatest closeness to professors of either gender. (SLD)

Selective single-sex colleges provide a more favorable environment than comparable coeducational institutions for influencing White, middle-class, academically capable undergraduates of both sexes to disregard conventional occupational prescriptions based on gender. Sexually segregated academic settings are instrumental in reducing male-female…

Reports on the history and accomplishments of the Philadelphia School of Design for Women (Moore College of Art and Design) during the late 19th and early 20th centuries. Contends that the school negotiated tensions between the market forces of the job market and the individual aspirations of its students. (CFR)

Compares the experience of 3 women's training colleges in Great Britain during the first half of the 20th century. Concludes that the training college culture, with its combination of individual enrichment and collective stagnation, is important to the history feminism. (CFR)

The new Ursuline College (Ohio) core curriculum is based on controversial theories about unique ways in which women learn. In freshman seminars, students are encouraged to discover personal truths by drawing connections between the liberal arts and their own lives. (MSE)

A survey of faculty at doctoral level universities and at traditionally women's colleges found (1) women and men had the same rate of publication and spent equivalent time writing; (2) women's college faculty devoted half as much time to writing, devoted about twice as much time teaching, and published articles at half the rate of their university…

The study of career aspirations of freshmen entering a women's college in the fall of 1979 is described. The degree of ideological consistency among career salience, perception of psychological sex differences, attitudes towards sex roles, ideals of femininity and masculinity, etc., are reported. (Author/MLW)

The integration of women into the United States Air Force Academy is examined, with focus on the attitudes of upper-class cadets during the early phases of integration. Also described are the characteristics of the first integrated class and their experiences in their first months at the academy. (JMD)

Reports on a study of the social construction of gender differences in classroom interactions during the first five years of a former women's college's transition to coeducation. Finds that the classroom interaction patterns of male and female professors and students were altered considerably by the transition. (CFR)