|
Showing 1 - 4 of
4 matches in All Departments
"Challenged by Coeducation" details the responses of women's
colleges to the most recent wave of Women's colleges originated in
the mid-nineteenth century as a response to women's exclusion from
higher education. Women's academic successes and their persistent
struggles to enter men's colleges resulted in coeducation rapidly
becoming the norm, however. Still, many prestigious institutions
remained single-sex, notably most of the Ivy League and all of the
Seven Sisters colleges.
In the mid-twentieth century colleges' concerns about finances and
enrollments, as well as ideological pressures to integrate formerly
separate social groups, led men's colleges, and some women's
colleges, to become coeducational. The admission of women to
practically all men's colleges created a serious challenge for
women's colleges. Most people no longer believed women's colleges
were necessary since women had virtually unlimited access to higher
education. Even though research spawned by the women's movement
indicated the benefits to women of a "room of their own," few young
women remained interested in applying to women's colleges.
"Challenged by Coeducation" details the responses of women's
colleges to this latest wave of coeducation. Case studies written
expressly for this volume include many types of women's
colleges-Catholic and secular; Seven Sisters and less prestigious;
private and state; liberal arts and more applied; northern,
southern, and western; urban and rural; independent and coordinated
with a coeducational institution. They demonstrate the principal
ways women's colleges have adapted to the new coeducational era:
some have been taken over or closed, but most have changed by
admittingmen and thereby becoming coeducational, or by offering new
programs to different populations. Some women's colleges, mostly
those that are in cities, connected to other colleges, and
prestigious with a high endowment, still enjoy success.
Despite their dramatic drop in numbers, from 250 to fewer than 60
today, women's colleges are still important, editors Miller-Bernal
and Poulson argue. With their commitment to enhancing women's
lives, women's colleges and formerly women's colleges can serve as
models of egalitarian coeducation.
"Challenged by Coeducation" details the responses of women's
colleges to the most recent wave of Women's colleges originated in
the mid-nineteenth century as a response to women's exclusion from
higher education. Women's academic successes and their persistent
struggles to enter men's colleges resulted in coeducation rapidly
becoming the norm, however. Still, many prestigious institutions
remained single-sex, notably most of the Ivy League and all of the
Seven Sisters colleges.
In the mid-twentieth century colleges' concerns about finances and
enrollments, as well as ideological pressures to integrate formerly
separate social groups, led men's colleges, and some women's
colleges, to become coeducational. The admission of women to
practically all men's colleges created a serious challenge for
women's colleges. Most people no longer believed women's colleges
were necessary since women had virtually unlimited access to higher
education. Even though research spawned by the women's movement
indicated the benefits to women of a "room of their own," few young
women remained interested in applying to women's colleges.
"Challenged by Coeducation" details the responses of women's
colleges to this latest wave of coeducation. Case studies written
expressly for this volume include many types of women's
colleges-Catholic and secular; Seven Sisters and less prestigious;
private and state; liberal arts and more applied; northern,
southern, and western; urban and rural; independent and coordinated
with a coeducational institution. They demonstrate the principal
ways women's colleges have adapted to the new coeducational era:
some have been taken over or closed, but most have changed by
admittingmen and thereby becoming coeducational, or by offering new
programs to different populations. Some women's colleges, mostly
those that are in cities, connected to other colleges, and
prestigious with a high endowment, still enjoy success.
Despite their dramatic drop in numbers, from 250 to fewer than 60
today, women's colleges are still important, editors Miller-Bernal
and Poulson argue. With their commitment to enhancing women's
lives, women's colleges and formerly women's colleges can serve as
models of egalitarian coeducation.
More than a quarter-century ago, the last great wave of coeducation
in the United States resulted in the admission of women to almost
all of the remaining men's colleges and universities. In thirteen
original essays, Going Coed investigates the reasons behind this
important phenomenon, describes how institutions have dealt with
the changes, and captures the experiences of women who attended
these schools. Informed by a wealth of fresh research, the book is
rich in both historical and sociological insights. It begins with
two overview chapters - one on the general history of American
coeducation, the other on the differing approaches of Catholic and
historically black colleges to admitting women students - and then
offers case studies that consider the ways in which the problems
and promise of coeducation have played out in a wide range of
institutions. One essay, for example, examines how two bastions of
the Ivy League, Yale and Princeton, influenced the paths taken by
less prestigious men's colleges.
More than a quarter-century ago, the last great wave of coeducation
in the United States resulted in the admission of women to almost
all of the remaining men's colleges and universities. In thirteen
original essays, Going Coed investigates the reasons behind this
important phenomenon, describes how institutions have dealt with
the changes, and captures the experiences of women who attended
these schools. Informed by a wealth of fresh research, the book is
rich in both historical and sociological insights. It begins with
two overview chapters - one on the general history of American
coeducation, the other on the differing approaches of Catholic and
historically black colleges to admitting women students - and then
offers case studies that consider the ways in which the problems
and promise of coeducation have played out in a wide range of
institutions. One essay, for example, examines how two bastions of
the Ivy League, Yale and Princeton, influenced the paths taken by
less prestigious men's colleges.
|
|