The executive director of the Women's College Coalition examines the role of women's colleges and explains how they may serve as models in issues of educational equity for coeducational institutions today. The employment of women, encouragement of nontraditional studies, response to women's needs, and recognition of priorities are discussed.…

Explores reasons for the bitter controversy over coeducation in British universities. Focuses on male 'apostates' at the University of England (Bedford) women's college and female 'Uncle Tom's' at the University of Oxford. States politics and academic higher education relationships with each group were characterized by mistrust. (KDR)

This paper notes research findings indicating that girls are viewed by their teachers and themselves as having lower intellectual capacity for math and science than boys, points out that girls in girls' schools are more intellectually confident, but argues that segregation for science and math in mixed schools may carry negative messages.…

Focuses on prospectuses of former boys' schools that have only a small minority of girls, to examine the nature of "coeducation," particularly as it affects girls' educational and social opportunities. Paints a picture of boys' schools that happen to have girls in them rather than of genuinely coeducational institutions. (DSK)

A survey of Year 12 Australian students in coed private (n=105), coed public (n=57), and all-female (n=78) schools revealed a relationship between gender-role identity and traditional/nontraditional career choices; occupations were more gender neutral, but blue- and pink-collar jobs remain stereotyped. Type of school did not influence girls'…

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)

Examines how male and female students perceive their gender identity in 25 mixed and 43 single-sex secondary schools in Belgium. Finds that girls in coeducational schools more than girls in single-sex schools identified with both feminine and masculine traits, while their classroom behavior was more inhibited. (CMK)

This article provides options and a rationale for expanding gender-grouping considerations to include single-gender, coed, and combination strategies for instruction in secondary physical education classes. This rationale is based on empirical evidence that suggests that female students are denied equal opportunity to achieve learning goals during…

In New Zealand, single-sex public schools are held in greater esteem by the community. Because single-sex public schools are more popular than coeducational public schools, the single-sex schools in larger population areas have selective admission policies to screen the large number of applicants. This paper argues that single-sex schools end up…

Details of Fall 1976 enrollment statistics at women's colleges are reported in this bulletin. Among findings were that there were 125 institutions that identified themselves as women's colleges (with a total enrollment of 109,549); 38 percent of the women's colleges were attended exclusively by women (in contrast, 75 percent of men's colleges…

Princeton's women students have adapted to a world of highly competitive males but a need has been found to provide services to help them in an atmosphere and society where male values predominate. (Author/LBH)

Results showed differences in subject preference between male and female students and between mixed and single-sex schools in England. Perceptions of subject importance also showed some sex differences, but on the whole males and females from both kinds of schools are in broad agreement as to the relative importance of subjects. (Author/RM)

In 1949, 17 Japanese women educators attended a training course to discuss the issues of coeducation and counseling in a society undergoing broad social reforms. They talked freely about their deepest feelings and personal struggles over two decades of economic depression, war, and military occupation. (RM)

Examined two questions: (1) Do high school students perceive the physical sciences as more masculine career fields than the biological sciences; and (2) what is the influence of coeducation on these sex-stereotyped positions? Utilized a questionnaire requiring a rating of 45 career fields as masculine or feminine. (DS)

Many myths associated with masculine and feminine talk have had to be discarded as more research has been undertaken. Sex differences in areas such as talkativeness, voice pitch, and listening ability do not really exist. But stereotypes still keep many females from speaking up in mixed-sex classes. (SJL)