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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).


instruction in schools, colleges, etc., attended by both sexes
References in periodicals archive ?
That may seem obvious, but her survey of other research and talks with faculty and students revealed that women often choose single-sex institutions to avoid the inhospitable, male-dominated climate of some institutions that were either former men's colleges or traditionally coeducational.
The research studies making comparison of separate and coeducational schools started since the beginning of the twentieth century (Lee and Bryk 1986; Lee and Marks 1990).
The share of women who completed some college was positively related to the share of institutions that were coeducational in their respective states in the 1920s and 1930s.
The data were collected from 14 schools; 4 girls' only schools, 3 boys' only schools and 7 coeducational schools, located in a relatively small area of Multan.
In coeducational classes girls have been found to put more pressure on themselves in order to have that perceived perfect body type and imagine.
In order to provide more conclusive support for the view that single-sex schooling reduces the gender gap in educational achievement, it is necessary to directly compare the size of the gender gap at single-sex and coeducational schools, or to directly compare the effects of single-sex schooling for males and females.
At present, all general public schools and all private schools are coeducational and only vocational and religious schools are single-sex.
Mindful of Gilligan's (1982) critique of research done with gendered samples, this paper suggests that single sex learning environments are not adequately described by research conducted in coeducational classrooms.
QUINNIPIAC UNIVERSITY, founded in 1929 and located in Hamden, Connecticut, is a private, coeducational, nonsectarian institution of higher education and home to a community of more than 8,000 students, faculty, and staff.
Separate by Degree: Women Students' Experiences in Single-Sex and Coeducational Colleges, by Leslie Miller-Bernal.