A study of American history revealed trends linking women's entry into higher education with economic and social factors that have shaped American life. Coeducation began at Oberlin College (Ohio) in 1837 when women were admitted as degree candidates to the same academic courses as men. Industrialization, westward expansion, the growth of public schools, congressional legislation, wars, the Great Depression, and the women's movement are all phenomena which significantly impacted the development of coeducation. Initially, teaching became a major route for women's admittance into higher education. The Romantic movement and its ideals of democracy and egalitarianism ultimately increased interest in education for women. The Civil War also was an impetus in several ways for increased higher education for females. In addition, periods of economic decline often saw enrollment declines and prompted colleges and universities to admit women. As a result of colleges and universities shifting to coeducational policies, the student services profession was called upon to respond to the needs of the changing student population. Deans of Women, separate dormitory and gymnasium facilities, women's organization, and attention to male and female social interaction on campus were examples of how student services had adapted to the changes brought about by coeducation. Contains nine references. (JB)