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…

The purpose of this study was to investigate selected student and teacher variables and compare the differences between these variables for female students and female teachers in coeducation and single-sex physical education classes. Eighteen female teachers and intact classes were selected; 9 teachers from coeducation and 9 teachers from…

Two studies of correlates of student preference for a single sex or coeducational college reflect that few girls in the studies wish to be isolated at a girls college. (Author/KM)

Author investigated the impression that students in coeducational schools are as good or better in examinations than those students in single-sex schools. (Author/RK)

Successful women professionals have two commonits; they are graduates of women's colleges and unmarried. The author concludes that coeducational colleges are preoccupied with the needs of their men students and have virtually ignored those of the women. (Author/PG)

Discusses coeducation efforts at prestigious U.S. higher education institutions in the 1880s, specifically Columbia University and Barnard College (New York City). Concludes that narrative concerning women at these institutions includes the perspective that women were institution builders despite limited notions about female access and…

The absence of male students is considered to be a key factor in the high levels of academic achievement, good behavior, self-confidence, and school loyalty evident in the current students and alumnae of Philadelphia High School for Girls. (IAH)

This article looks at three women who were among Hegel's first followers in America, paying particular attention to their views on matters related to women and the public/private distinction: Susan E. Blow (1843-1916), Anna C. Brackett (1836-1911), and Marietta Kies (1853-1899). By appropriating a number of his ideas in order to make Hegelianism…

Given the dramatic increase in depression that occurs during early adolescence in girls, interventions must address the needs of girls. The authors examined whether a depression prevention program, the Penn Resiliency Program, was more effective for girls in all-girls groups than in co-ed groups. Within co-ed groups, the authors also tested…

The complexities of institutional change and stability in terms of gender policies are analyzed. The following three questions are central to the discussion: (1) why did some policy changes take place with only minor controversy? (2) why did vehement policy talk affect practice so little? and (3) how did gender reforms alter educational…

Third- , fourth-, and fifth-grade children who had participated for one or more years in a coeducational physical fitness program were given the AAHPER Youth Fitness Test in 1977, 1978, and 1979. Females consistently performed as well or better than males at the same grade level. (CJM)

Central to this dissertation is an attempt to investigate whether or not a single-sex environment has a positive impact upon girls' attitudes and beliefs, as they pertain to the learning of mathematics. All learners of mathematics are enveloped by the social practices pertaining to both mathematics and society at large. Underlying these social…

With enrollment and applications down and a deficit developing, Hood decided in 1973 to redefine and refine its appeal. Courses were redesigned to emphasize the woman's perspective and to appeal to a new clientele--the woman in her 30s or 40s who is going back to school. (LBH)

In the 1920s and the 1960s-1970s, educational reform movements in France attempted to democratize elitist selection for higher education. School restructuring was influenced by issues of class but not gender. Today, gender equity in schools remains hampered by the patriarchal nature of the educational bureaucracy. (SK)

Explores the ongoing debate as to whether female students can be better educated in a single or mixed gender environment by reviewing the historical origins of American women's colleges. Discusses the conflicting research surrounding the merit of single gender higher education and explores what coeducational institutions can learn from the women's…