The position of Dean of Women was created in response to novel exigencies rising from women's acceptance to coeducational institutions of higher learning in the late nineteenth century. While these early women administrators had a profound impact on women's higher education in the United States, their work has received relatively little attention.…

The history of coeducation in U.S. higher education is explored through an analysis of a database containing information on all institutions offering four-year undergraduate degrees that operated in 1897, 1924, 1934, or 1980, most of which still exist today. These data reveal surprises about the timing of coeducation and the reasons for its…

This study examined the founding of the New Jersey College for Women as an exemplary case that illustrates important social and political issues regarding women's access and acceptance to higher education during the Progressive Era. The New Jersey College for Women was founded as a public women's college that was affiliated with the state's…

Vassar's president tells what goes on behind the scennes when a single-sex institution becomes coeducational. (HS)

In April 1972, 198 institutions which had been classified in 1960 as women's colleges were invited to participate in a study designed to obtain information regarding current status, their plans relative to coeducation, and related matters. The instrument, a survey-Questionnaire, was completed by 82.5 percent of the participants. Results of the…

Women are taught from a very early age that their major role to be played in society is that of wife and mother. This lesson appears to be reinforced throughout a girl's life, especially if she is educated in coeducational institutions. In such sexually mixed institutions, girls are not only in competition for men, but they are in competition with…

Higher education must find ways to synthesize male and female values. (HS)

Offers account of practical and political aspects of maintaining counterpoint, mini-war against coeducation that captured minds and emotions of people and media around the world. Describes story of Mills College and events that followed college's aborted decision to become coeducational. (NB)

Looks at coeducation decisions made by Smith and Amherst Colleges in 1970s, Smith reaffirming its commitment to separate education and Amherst changing from all-male to coeducational college. Describes contrasting bases for the decisions made by the two colleges. (NB)

The paradox of G. Stanley Hall seems to be his stance against coeducation simultaneous with his role as an educator of women. His theories must be considered in the context of the prevailing attitudes of the early 20th century toward the issue of sex differences. Hall was consistent in translating his theories into practice. (Author/VM)

Explores the role of women in eighteenth-century Germany's University of Halle. Reports that the school admitted both male and female students. Explains that the university's central principle, the conquest of the world through personal effort, was viewed as well suited to women, who had not been tainted by academic tradition. (SG)

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…

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)