The Ecology of Coeducational Opportunity: The Higher Education of American Women in Historical Perspective.

Autor/in	Haines, Patricia Foster
Titel	The Ecology of Coeducational Opportunity: The Higher Education of American Women in Historical Perspective.
Quelle	(1979), (39 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Case Studies; Coeducation; College Students; Educational History; Educational Opportunities; Educational Policy; Educational Practices; Females; Higher Education; Literature Reviews; Sex Differences; Sex Role; Student Experience; Womens Education; Womens History + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Koedukation; Collegestudent; History of education; Bildungsgeschichte; Bildungsangebot; Bildungschance; Politics of education; Bildungspolitik; Bildungspraxis; Weibliches Geschlecht; Hochschulbildung; Hochschulsystem; Hochschulwesen; Sex difference; Geschlechtsunterschied; Geschlechterrolle; Studienerfahrung; 'Women''s education'; Frauenbildung
Abstract	A case study of Cornell University in its formative years (1868-1900) is presented to suggest the value of the historical approach in understanding the problem of sex-role channeling in the coeducational environment. The case of Cornell illustrates how nineteenth century concepts of femininity and masculinity were fundamental to evolution of both administrative policy and practice, as well as to a vibrant student culture which similarly reinforced, and elaborated upon, traditional societal values regarding 'appropriate' sex-role polarization. Since Cornell served as a major model for the development of collegiate coeducation throughout the nation, its history may be richly suggestive of the historical experience of students under coeducation in general. The overwhelming message transmitted by the different dimensions of the student experience was that women and men are essentially different and that their preparation needs during the college years are as different as their prospective roles in, and contributions to, adult society should be. (SW)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC