Asserts that a career center at a women's college is by definition a women's center and must deal with all aspects of life planning for women. Describes Wellesley's career center's model for career education and development which might be replicated in coeducational institutions, especially those with women's centers. (NB)

Considers relationship between women's colleges and women's movement. Notes that, although private legal scholars did not perceive women's colleges within reach of proposed Equal Rights Amendment (ERA), popular assumption was that, if passed, ERA would have eliminated women's colleges. Adds that women's colleges were not major players in…

Offers account of practical and political aspects of maintaining counterpoint, mini-war against coeducation that captured minds and emotions of people and media around the world. Describes story of Mills College and events that followed college's aborted decision to become coeducational. (NB)

Looks at coeducation decisions made by Smith and Amherst Colleges in 1970s, Smith reaffirming its commitment to separate education and Amherst changing from all-male to coeducational college. Describes contrasting bases for the decisions made by the two colleges. (NB)

Presents interview with Mary Maples Dunn, president of traditionally female Smith College, who looks at future of women's colleges and notes that as number of women's colleges declines, clearer does mission become to offer distinct choice in higher education and to maintain alternative in society that prides itself on diversity and choice. (NB)

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…

Author describes her perspective on the Stone Center for Developmental Services and Studies, integral part of Wellesley College established in 1981 and dedicated to prevention of emotional problems, primarily among women. Describes Education, Research, and Counseling divisions of the Stone Center and the basic tenets that drive the center's…

Compared mission statements of 23 women's colleges with women's studies programs, 23 women's colleges without women's studies programs, and 21 coeducational colleges with women's studies programs. Found some consistent qualitative differences between mission statements of women's colleges and those of coeducational institutions with women's…

Reviews literature on gender separation in education at secondary and postsecondary levels, internationally and nationally. Looks at rationale for separate form of education for women, citing research which showed that high-achieving women were more likely to have graduated from women's colleges and which documented positive correlation between…

Presents interview with Sister Joel Read, who offers candid, insightful, and provocative perspective of unique role of Catholic women's colleges and how their history and tradition of social action and service and their urban base distinguish them from 50% of non-Catholic women's colleges. Describes Alverno College's unique model of self-directed,…

Notes that, compared to coeducational institutions, all women's colleges lose fewer of their science majors to other fields. Contends that women's colleges can engender environment and mindset in which there are no barriers based on gender, an environment that encourages women to pursue nontraditional fields like science and medicine. Highlights…