A study investigated whether changes occurred in women's career success as a result of four years attendance at either a women's or a coeducational college. It is a follow-up to a 1975 study of the career success of entering college women. The 1979 graduates of generally comparable colleges (six women's and nine coeducational) indicated career…

At two women's liberal arts colleges, freshman (n=127, n=140) perceptions of academic advising style were measured. Although students reported developmental advising at both institutions, the mean score at one college was significantly more developmental than at the other. Frequency of contact and an academic planning component were significant…

Differences among college types and among selectivity levels that may affect women's career aspirations were studied. Graduates of six women's colleges and nine coeducational colleges were compared for three levels of admission selectivity in relation to level of the organizational ladder being pursued, innovativeness of chosen career, and plans…

The results of this longitudinal study support the hypothesis that, after controlling for background characteristics, women's colleges relate positively to a variety of measures of student satisfaction, perceived changes in skills and abilities, and educational aspirations and educational attainment. Contact with the faculty and administration is…

Reviews literature on the history of women in higher education in the United States, focusing on colleges for women (specifically Bryn Mawr and Wellesley) in comparison with each other and coeducational colleges (specifically Oberlin and the University of Michigan). Discusses women's access at the community college level. (DMM)

At Augustana College and Wellesley College, faculty involvement in admission is a powerful factor in capturing the imagination of prospective students. A strategy based on the faculty's elucidation of the college's character can be a powerful marketing tool. (MLW)

Drawing on national and longitudinal survey data, a study of 3,249 students from coeducational colleges and 387 from women-only colleges found that women-only colleges had a positive impact on academic ability and social self-confidence. Students did not differ by school type in preparation for graduate or professional schools, but coed students…

A longitudinal study investigated differences in the experiences of women at women's colleges (n=160) and women at coeducational colleges (n=764) as they related to a variety of outcome variables. Results confirm the important role of institutional climate, student involvement, and the particular priorities and goals often found at women's…

Explores why women's colleges, and the education provided by them, are different than coeducational settings. The article explains how women's colleges provide students with value and respect and give them a sense of ownership. It also discusses why women's colleges excel at preparing students for the future. (GLR)

The 1977-78 report of gifts and bequests to 67 colleges and universities, which is part of a continuing study of higher education and American philanthropy, is presented. Narrative and statistical information are provided as follows: 58-year totals and averages (1920-21 to 1977-78) on gifts and bequests to 67 colleges and universities; gifts and…

The 1978-79 report of gifts and bequests to 70 colleges and universities, which is part of a continuing study of higher education and American philanthropy, is presented. Narrative and statistical information are provided as follows: 59-year totals and averages (1920-21 to 1978-79) on gifts and bequests to 70 colleges and universities; gifts and…

A study examined the effects of single- and mixed-gender colleges on women's education, using data from the National Longitudinal Study of the High School Class of 1972. Results indicate women's colleges have a strong, positive influence on educational and occupational achievement, self-esteem, self-control, and views on gender equality.…

Analysis of a panel study of 260 women at 4 colleges (women's college, coordinate of men's college, long-time coeducational college, recently coeducational college) to evaluate why alumnae of women's colleges succeed more than graduates of coeducational colleges. Role models and college activities and their effects on self-esteem are considered.…

The question of whether women enrolling in women's colleges are more career-oriented than those enrolling in coeducational colleges was investigated. The study was prompted by earlier work concerning the effects of women's colleges on career success. The 1,818 subjects from generally comparable colleges (five women's and nine coeducational)…

Drawing largely from institutional research prepared at Harcum Junior College (HJC), a private all-female two-year college in Pennsylvania, this report contrasts private junior college students with community college students in terms of their attitudes and values, reasons for attending college, rates of and reasons for attrition, and evaluations…