Presents interview with Mary Maples Dunn, president of traditionally female Smith College, who looks at future of women's colleges and notes that as number of women's colleges declines, clearer does mission become to offer distinct choice in higher education and to maintain alternative in society that prides itself on diversity and choice. (NB)

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…

Reviews literature on gender separation in education at secondary and postsecondary levels, internationally and nationally. Looks at rationale for separate form of education for women, citing research which showed that high-achieving women were more likely to have graduated from women's colleges and which documented positive correlation between…

Presents interview with Sister Joel Read, who offers candid, insightful, and provocative perspective of unique role of Catholic women's colleges and how their history and tradition of social action and service and their urban base distinguish them from 50% of non-Catholic women's colleges. Describes Alverno College's unique model of self-directed,…

Replicating and updating M. Elizabeth Tidball's 1973 study, this study of 1,307 women achievers corroborates earlier findings that women's colleges produce proportionately more high female achievers than do coeducational schools. Factors that may have contributed to this are discussed. (BJV)

Examines assumptions and issues underlying the development of continuing education programs for women. Assesses patterns of discontinuous vs. continuous education, accommodation to social norms vs. change, separatist vs. nonseparatist education, and remedial vs. a preventive approach to role definition and lifetime planning. (Editor/JT)

A vacuum exists in the systematic collection of data on Continuing Education for Women (CEW). CEW programs must become accountable by maintaining records to demonstrate user patterns and program effectiveness. The author outlines specific suggestions for assessment, evaluation, and research; three areas which are integral to the mission of CEW…

A survey of the self-esteem, sex-role orientation, and perceived spouse support of women returning to work or school revealed that the first two factors were not related to the actual support received. Although most respondents felt that they had spouse support, they still perform essentially traditional domestic roles. (SK)