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instruction of both sexes in the same institution. The economic benefits gained from joint classes and the need to secure equality for women in industrial, professional, and political activities have influenced the spread of coeducation. There were scattered examples of coeducation in the late 17th cent. in Scotland and in the American Colonies, but there was no general trend until the great expansion of public education between 1830 and 1845 in the developing W United States. The distance between schools in that region and the small number of pupils caused elementary schools to admit girls. The movement spread naturally to the secondary schools during the reorganization of public education after the Civil War. Oberlin College gave degrees to both men and women as early as 1837, but it was the development of state universities during the post–Civil War era that standardized collegiate coeducation. Since 1960 nearly every formerly single-sex college has become coeducational; only about one hundred, mostly historic women's schools and men's seminaries, remain. The coeducational movement encountered stronger resistance outside the United States. In Europe, the Scandinavian countries were the earliest supporters, but many other nations limited coeducation to institutions of higher learning. Although coeducation has expanded since World War II, there are many nations where it still meets opposition on religious and cultural grounds.


See C. Lasser, ed., Educating Men and Women Together (1987); D. Tyack and E. Hansot, Learning Together (1990).

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instruction in schools, colleges, etc., attended by both sexes
Collins Discovery Encyclopedia, 1st edition © HarperCollins Publishers 2005
References in periodicals archive ?
Her meticulously researched and gracefully written volume reveals the heated confrontations and complicated negotiations that took place during the years before and after the first single-sex colleges she profiles made the transition to coeducation in 1969.
Virginia, perceptions of why members of the opposite sex attend VMI, and attitudes toward coeducation and its impact on VMI.
I think coeducation is important in today's schooling, especially in patriarchal societies like ours.
Fifteen years after the onset of coeducation, many male cadets still perceive female cadets as intruders who are more masculine than non-VMI women.
19-21, members agreed the state must give up on imposing coeducation in order to benefit from the 4+4+4 education system, which was introduced at the beginning of the 2012-2013 academic year and brought about fundamental changes to education.
At one key gathering, the proponents of coeducation read a letter that proved decisive.
The move to coeducation often has been depicted as sporadic and episodic.
To Oakes Ames, the most tangible symbol of Connecticut's success at coeducation was the invitation to join NESCAC and compete head to head with the region's top (formerly all-male) liberal arts colleges: Amherst, Bowdoin, Colby, Hamilton, Trinity, Tufts, and Wesleyan as well as against long coeducational Bates and Middlebury (Ames 1982, 4).
This makes sense, she argues, because it was girls who participated in the "spirited jousting which took place within coeducation high schools and academics in the late nineteenth century" (373), and girls who exhibited the greatest physical freedom, riding bicycles and playing tennis.
Anthony and other women connected to the women's rights movement favored coeducation. In the late 20th century, at a time that many single-sex institutions became coeducational, research has indicated the benefits for women of single-sex education.
And Gina Barecca's bitingly funny memoir, Babes in Boyland, gives a personal account of the changes at Dartmouth during the tumultuous early years of coeducation in the 1970s.