Going Coed , livre ebook

353

pages

English

Ebooks

2004

Écrit par
Leslie Miller-Bernal And Susan L. Poulson

Publié par
Vanderbilt University Press

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353

pages

English

Ebook

2004

Lire un extrait

Obtenez un accès à la bibliothèque pour le consulter en ligne En savoir plus

Publié par

Vanderbilt University Press

Date de parution

30 juillet 2004

Nombre de lectures

EAN13

9780826591807

Langue

English

Poids de l'ouvrage

11 Mo

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.

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Publié par

Vanderbilt University Press

Date de parution

30 juillet 2004

Nombre de lectures

EAN13

9780826591807

Langue

English

Poids de l'ouvrage

11 Mo

H I G H E R E D U C AT I O N / W O M E N ’ S S T U D I E S

Contributors include: Regina Deil-Amen Diane Diamond Mary Frances Donley Forcier Loretta Higgins Elizabeth L. Ihle Michael Kimmel Christine Lundt Leslie Miller-Bernal Susan Gunn Pevar Susan L. Poulson Marcia Synnott

VanderbiltUniversity Press

Nashville, Tennessee 37235 www.vanderbilt.edu/vupress

Going coed – how has it worked?

More than a quarter-century ago, the last great wave of coeducation in the United States result-ed in the admission of women to almost all of the remaining men’s colleges and universities. In thirteen original essays,Going Coedinvestigates 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. In exploring speciﬁc cases, the essays illuminate such key issues as the impact of the women’s movement and the development of women’s studies as an academic discipline, the pressures exerted on institutions by economic necessities and legal challenges, and the strate-gies women have utilized in adapting to formerly all-male environments. In their conclusion, the editors synthesize some common trends among the case studies and assess what remains to be done to achieve gender equity in higher educa-tion.

Leslie Miller-Bernala professor of sociology is at Wells College and the author ofSeparate by Degree: Women Students’ Experiences in Women’s and Coeducational Colleges.Susan L. Poulsonteaches history at the University of Scranton. She is now collaborating with Miller-Bernal on a study of how women’s colleges have responded to the challenge of coeducation since the 1960s.

Cover illustrations: “Tug-of-War,” Fall 1958, courtesy of Hamilton College; “Students Sledding,” date un-known, courtesy of Georgetown University. ISBN 0-8265-1449-9

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GOING COED

Vanderbilt

Women’s Experiences in Formerly Men’s Colleges and Universities, 1950 – 2000

Edited by Leslie Miller-Bernal and Susan L. Poulson

Going Coed

Women’s Experiences in Formerly Men’s Colleges and Universities, 1950–2000

Going Coed Women’s Experiences in Formerly Men’s Colleges and Universities, 1950–2000

Edited by Leslie Miller-Bernal and Susan L. Poulson

Vanderbilt University Press / Nashville

is book is printed on acid-free paper. Manufactured in the United States of America

Library of Congress Cataloging-in-Publication Data

Miller-Bernal, Leslie, 1946– Going coed : women’s experiences in formerly men’s colleges and universities, 1950–2000 / Leslie Miller-Bernal and Susan L. Poulson, Eds.—1st ed. p. cm. Includes bibliographical references and index. ISBN 0-8265-1448-0 (cloth : alk. paper) ISBN 0-8265-1449-9 (pbk. : alk. paper) 1. Coeducation–United States–History–20th century. 2. Women college students–United States–History–20th century. I. Poulson, Susan L., 1959– II. Title. LB3066.M55 2004 378.1’982’0973-dc22 2004009659

To our loving and supportive partners, Martin and Bill

Contents

Preface

SECTIONI The History of Coeducation

Introduction Coeducation: An Uneven Progression Leslie Miller-Bernal

Two Unique Histories of Coeducation: Catholic and Historically Black Institutions Susan L. Poulson and Leslie Miller-Bernal

SECTIONII Coeducation before the Late 1960s

To Coeducation and Back Again: Gender and Organization at the University of Rochester Christine Lundt, Susan L. Poulson, and Leslie Miller-Bernal

A Historically Black Men’s College Admits Women: e Case of Lincoln University80 Leslie Miller-Bernal and Susan Gunn Pevar

SECTIONIII Conversion to Coeducation in the Ivy League

A Friendly Rivalry: Yale and Princeton Pursue Parallel Paths to Coeducation Marcia Synnott

111

Going Coed

A Religious and a Public University: e Transitions to Coeducation at Georgetown and Rutgers Susan L. Poulson

Women’s Admission to the University of Virginia: Tradition Transformed181 Elizabeth L. Ihle

viii

10 Coeducation after a Decade of Coordination: e Case of Hamilton College245 Leslie Miller-Bernal

221

321

Coeducation but Not Equal Opportunity: Women Enter Boston College198 Loretta Higgins

SECTIONVI Coeducation beyond Liberal Arts

309

Index

11 “Toxic Virus” or Lady Virtue: Gender Integration and Assimilation at West Point and VMI Diane Diamond and Michael Kimmel

SECTIONIV Masculine Cultures and Traditions

“Men of Dartmouth” and “e Lady Engineers”: Coeducation at Dartmouth College and Lehigh University Mary Frances Donley Forcier

153

317

Contributors

SECTIONV Structural Issues

12Movement into Technical Fields: Women’s A Comparison of Technical and Community Colleges Regina Deil-Amen

13 Conclusion: Coeducation and Gender Equal Education Susan L. Poulson and Leslie Miller-Bernal

263

287

Preface

More than a quarter-century ago, the last great wave of coeducation swept through American higher education. Although the numbers of students and institutions involved were comparatively small, the transition redeﬁned educa-tional norms and expanded women’s access to men’s colleges and universities. Since many of the institutions were among the nation’s elite, their adoption of coeducation ended the association of male-only status with academic prestige. e courts determined that state universities could no longer retain all-male colleges, and in Catholic higher education, where gender segregation had been a distinctive characteristic, male-only colleges di sappeared altogether. Yet coeducation did not necessarily bring educational equity for men and women. Physical access to an institution did not mean that the women were represented in positions of power, that policies were changed to reﬂect a more diverse con-stituency, or even that they were nominally accepted as equals. e aim of this book is to explore this most recent wave of coeducation and some of the consequences for women. It will review why various institutions admitted women, how they prepared for coeducation, and some of women’s ex-periences in the newly coeducational institutions. It builds on earlier scholarship 1 in several commendable academic studies of the history of coeducation. Education is much more than the absorption and synthesis of knowledge; it is a formative part of an individual’s socialization. e college experience often takes place as a student is forming a political and social identity that sometimes departs from the family culture in which he or she has been raised. In higher education, where many students reside on campus, the college becomes an archetype of the larger world. In and out of the classroom, students absorb, adapt, and shape the messages about the meaning and organization of life. Much of this social organization is subconscious. In campus buildings, rooms, and meeting areas, students acquire a cultural knowledge of who belongs there and what constitute legitimate activities. When women ﬁrst arrived on formerly male campuses, they faced a culture that had no established place for them, which had no process of acculturation for women, and few mentors and role models. Women in formerly male colleges faced the challenge of redeﬁning those subtle, quiet norms, in the minds of others as well as in their own. In a sense, women struggled with otherness. e representative student

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