Addressing the policy of gender mainstreaming in response to the gendered-technology phenomenon, this study aims to explore the contemporary change of the gender-technology relation. Drawing the female discourses on technology, gender, and success, this study collected qualitative data by individual interviews from 28 women in technology who were…

At the turn of the century approximately a thousand white Southern women braved the consternation of friends and sometimes family, and traveled hundreds of miles to attend the best Northern women's colleges for an education unavailable to them in the South. For many, the experience was revolutionary: they developed self-confidence, independence,…

The early history of physical education for women in the northeastern section of the United States is presented. Short biographies of notable contributors, both men and women, to the expansion of physical education programs, first in womens colleges, and later in coeducational institutions, are presented. (JN)

The religious studies course described in this paper is offered at Bennett College, a predominantly Black college for women. It utilizes an extensive book list and library reserves rather than a textbook, and emphasizes individualized research carried on concurrently with classroom presentations. Specific components of the course are listed and/or…

Three recent books ("In the Company of Women,""Alma Mater," and "Women in College") focus on very different but interrelated topics: the general history of women in higher education in America, the history of women's colleges, and the shaping of women's identities through higher education. (MSE)

Selective single-sex colleges provide a more favorable environment than comparable coeducational institutions for influencing White, middle-class, academically capable undergraduates of both sexes to disregard conventional occupational prescriptions based on gender. Sexually segregated academic settings are instrumental in reducing male-female…

Changing views in contemporary society make it important to understand college influences on women's career development. A study to investigate whether women's colleges provide a more supportive learning environment for women to develop their potential than at coeducational colleges is discussed. (MLW)

Based on information on women who attended Oberlin College between 1833 and 1860, a sketch is drawn on the lives of American females during that period. Attention is directed to such demographic factors as the area of the country from which they entered the Oberlin College, the number of years they remained at the college, their mobility,…

The creation and development of 10 women's colleges are discussed: Mount Holyoke, Vassar, Wellesley, Smith, Radcliffe, Bryn Mawr, and Barnard (the Seven Sisters colleges), and Sarah Lawrence, Bennington, and Scripps. Consideration is given to: how each of these colleges offered to women an education equal to that offered by the best men's…

Orthodox medical education for women in the nineteenth century is examined to determine to what extent women's actual experience reflected their stated goals. It is contended that although women successfully founded some medical schools providing creditable, and in some cases outstanding, training to females, women physicians' ambivalence about…

The study of career aspirations of freshmen entering a women's college in the fall of 1979 is described. The degree of ideological consistency among career salience, perception of psychological sex differences, attitudes towards sex roles, ideals of femininity and masculinity, etc., are reported. (Author/MLW)

The integration of women into the United States Air Force Academy is examined, with focus on the attitudes of upper-class cadets during the early phases of integration. Also described are the characteristics of the first integrated class and their experiences in their first months at the academy. (JMD)

This study tests the notion that single sex colleges provide a more "favorable climate" for women's achievement than do comparable coeducational institutions. Rather than outcomes, the following college experiences are compared: (1) students' activities; (2) relations with faculty and peers; and (3) sex-role attitudes. Qualified findings…

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.…

West Virginia's philosophy toward equality of opportunity differed from that of southern states. Gender roles in West Virginia were unique to Scottish and Irish settlers; men were warriors and women did such heavy work as clearing fields, slaughtering, and cutting forests. Early settlers in other southern states such as Virginia were from southern…