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)

Describes University of Richmond and Westhampton College, which function in coordinate college model, defending this hybrid. Describes how two cooperating single-sex colleges share joint, common curriculum but maintain somewhat separate identities, as with different faculties, residence halls, student governments, and college traditions. Describes…

Student and alumnae groups have mobilized to preserve Wheaton College as one of a dwindling number of single-sex women's institutions and are taking legal action to fight what they believe is a breach of faith. (MSE)

Suggests that, if high school environment reduces discrepancy between conflicting roles, adolescent females may place greater emphasis on achievement. Within this context, explores differential benefits of single-sex and coeducational schooling. Issue explored is not whether one is preferable for females; rather, the concern is how each of these…

Consists of six articles on the theme of training for women. Topics include (1) dissemination techniques being used, (2) designing training programs, (3) management training, (4) raising awareness, (5) single-sex versus mixed-sex training, and (6) training for male and female coworkers. (CH)

Reviews the history of Black women's higher education and focuses on three issues: (1) coeducation versus single sex institutions, (2) curricular needs, and (3) psycho-social needs of Black women. Cites examples from two major Black women's colleges. (KH)