No matter what social goals or federal laws exist, it will be a long time before the informal social environment in America's male-dominated colleges and universities will serve women students as well as men, suggests the president of Smith College. Until then "for women only" institutions are needed. (Author/LBH)

This article contrasts the personal philosophies of Horace Mann and feminist Olympia Brown as manifested in the educational policies and daily school life at Ohio's Antioch College during the early years of the "great experiment" with "equal" coeducation. (JDH)

Uses the conversion of McGill University to a coeducational institution in 1884 as a case study of the role of women in universities. Gillett discusses the educational implications of traditional and feminist views of women in terms of female stereotypes, perceptions of female educability, and the role of women in society. (AM)

The emergence of homosexuality as a professedly viable alternative is seen as a byproduct of the basic problem at Sarah Lawrence. That is the conflict between the women's movement on campus and the administration's efforts to proceed to full coeducation. (LBH)

When events or circumstances (war, conversion to coeducation, class size) have disrupted college class cohesiveness or alumni identification with a class or institution, creative planning can bring them back to campus. Segmentation into interest groups may also unite alumni with each other and the institution. (MSE)

Examines the results of interviews with elementary school children that gauged the attitudes towards and reasons for a partial separation by gender. Proposes an occassional separation of girls and boys for special pedogogical intervention. Discusses the findings. (CMK)

Research has shown that an active mentor can facilitate the career development of the neophyte. The hypothesis was tested that the failure of women to sponsor others, i.e., to assume a mentor role, is the logical outcome of situational pressures exerted on all persons who fill, and succeed in, a token role, rather than merely how women act when…

Examines assumptions and issues underlying the development of continuing education programs for women. Assesses patterns of discontinuous vs. continuous education, accommodation to social norms vs. change, separatist vs. nonseparatist education, and remedial vs. a preventive approach to role definition and lifetime planning. (Editor/JT)

Advancements in higher education for women since colonial times, during the appearance of female academies, and as a result of the establishment of land grant colleges are reviewed. (LBH)

This study examines the accomplishments of four women who served as deans of women, a once-crucial but now defunct role, in U.S. coeducational institutions in the South. Their contributions are assessed by examining five areas: institutions, impediments, initiatives, infrastructure, and intimacy. Surveying the careers of Sarah Gibson Blanding,…

Overall distribution of women in institutions of higher education suggests discriminatory attitudes and practices. (IR)

This article abridges a talk presented last June 13 before the Wayne State University Chapter of Phi Delta Kappa, Detroit.

Feelings of closeness to professors of 201 students were studied at a women's college, two coed colleges, and a university. Overall, students felt closer to female professors. Students at one coed college felt the greatest closeness to professors of either gender. (SLD)