Presents opposing viewpoints on the issue of whether women's colleges are the best way for educating women. Considers the effects of coeducation and how women develop in both situations as students and as individuals. (RK)

While American educators are making a self-conscious effort to minimize sex differences in school programs, sex-role differentiation is thriving in many foreign schools. Article examined the issues behind the education of girls and women in countries where sexual equality has not yet become official policy. (Author/RK)

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)

Are girls less likely to be treated as second-class citizens if they are educated separately from boys? Compares the views of girls in a single-sex comprehensive with those of girls in a co-educational school.(Editor/RK)

Three women tell their reactions to being in a traditionally male technical program in Alberta, Canada. (HD)

Negative reaction to the theories forwarded in Dr. Edward H. Clarke's 1873 treatise against coeducation, "Sex in Education or A Fair Chance for the Girls," has been largely neglected. The book appeared at a time when conspicuous numbers of women were extending their activities by campaigning for suffrage; working in factories, schools,…

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)

Sex role stereotyping in physical education is viewed in historical perspective. Though Title IX of the Education Amendments of 1972 was intended to provide equal opportunities for males and females to develop skills in a full range of activities, its implementation has not eradicated the underlying sex stereotypes. (JN)

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)

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…

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.…

A case study of Cornell University in its formative years (1868-1900) is presented to suggest the value of the historical approach in understanding the problem of sex-role channeling in the coeducational environment. The case of Cornell illustrates how nineteenth century concepts of femininity and masculinity were fundamental to evolution of both…

Literature from the late nineteenth century and a case study of Cornell University between 1870 and 1900 are discussed in relation to higher education of women to explore how contemporary theorists and academic administrators dealt with the issues. Theoretical definitions of "equal" opportunities for women in academe shifted from…

The report discusses the conceptual framework of a study, built around three central ideas: the type of social entity in which women predominantly carry out their activities, sexual stereotypes, and cultural norms. The report discusses the class situation of women, and updates the information regarding the situation of women in education,…