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)

The complexities of institutional change and stability in terms of gender policies are analyzed. The following three questions are central to the discussion: (1) why did some policy changes take place with only minor controversy? (2) why did vehement policy talk affect practice so little? and (3) how did gender reforms alter educational…

Third- , fourth-, and fifth-grade children who had participated for one or more years in a coeducational physical fitness program were given the AAHPER Youth Fitness Test in 1977, 1978, and 1979. Females consistently performed as well or better than males at the same grade level. (CJM)

As boys and girls develop individual physical skills and learn in games and sports how to compete with one another playfully, they will be on the way toward learning to relate constructively in marriage, business, professions, and politics. (MM)

Central to this dissertation is an attempt to investigate whether or not a single-sex environment has a positive impact upon girls' attitudes and beliefs, as they pertain to the learning of mathematics. All learners of mathematics are enveloped by the social practices pertaining to both mathematics and society at large. Underlying these social…

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)

Coed sports competition in high school can be made more meaningful by modifying traditional rules that tend to allow males to dominate the game. (MB)

Self-defense is a useful method for correcting stereotyped feelings of submissiveness and dominance for all age groups and both sexes, yet teachers must take into consideration the forms and strengths of these stereotypes at each age level in order to teach effectively. (MB)

In the 1920s and the 1960s-1970s, educational reform movements in France attempted to democratize elitist selection for higher education. School restructuring was influenced by issues of class but not gender. Today, gender equity in schools remains hampered by the patriarchal nature of the educational bureaucracy. (SK)

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…

Compared mission statements of 23 women's colleges with women's studies programs, 23 women's colleges without women's studies programs, and 21 coeducational colleges with women's studies programs. Found some consistent qualitative differences between mission statements of women's colleges and those of coeducational institutions with women's…

Begins with a brief summary of contemporary thought about, and developments in, coeducation and the overlapping topic of girls' schooling in 19th-century Russia. Makes references to, and comparisons with, contemporary debates in England and the United States. Concludes by discussing developments in coeducation in the Stalinist period. (DSK)

Investigated the physical education activity preferences of middle school students who completed a checklist featuring a variety of activities. Overall, middle school boys and girls both differed and agreed on their interests for specific activities. Most students liked basketball, bicycling, roller skating, soccer, swimming, and volleyball but…

The aims of this research were to validate the Cultural Learning Environment Questionnaire in the Brunei context and to evaluate culturally sensitive factors (gender equity, collaboration, deference, competition, teacher authority, modelling and congruence) of upper secondary students' learning environment. The subjects of this study were 831…