Concern over the state of education in Scotland saw the Argyll Commission set up in 1864. Its reports revealed differences in the experience of schooling throughout Scotland as well as resistance to Anglicisation. Nevertheless, the influence of English attitudes is reflected throughout the reports. So too are the themes of social control and the…

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)

Author feels educators should work more out of a sense of purpose and less purely for survival alone. (GB)

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)

The transformation of a single-sex college into a coeducational college can be extremely costly. However, a cooperative arrangement among colleges, such as the one described in this paper, can sexually integrate single-sex colleges at very little extra cost. The Five Colleges Cooperation consists of 1 male college, Amherst; 2 female institutions,…

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)

Reprinted from The Forum," June, 1898. (SM)

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…

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)

Article assesses changes that resulted from women on the campus and considers the future of coeducational Yale. (Editor)

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)

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…