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


reviewed by Thalia M. Mulvihill — 2005

coverTitle: Going Coed: Women’s Experiences in Formerly Men’s Colleges and Universities, 1950-2000
Author(s): Leslie Miller-Bernal and Susan L. Poulson (Editors)
Publisher: Vanderbilt University Press, Nashville
ISBN: 0826514499, Pages: 338, Year: 2004
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Debates regarding the best forms and functions of education for girls and women over the last 200 years have often been tempered by medical, economic, legal, political, and religious ideologies. One of the larger issues at stake in all such conversations, regardless of the time period, is that of equality, and more particularly what constitutes equal educational opportunity within a pluralistic democracy. These debates reveal the great range of positions that exist regarding what constitutes “equality” and “equity” when applied to educational questions. Leslie Miller-Bernal and Susan L. Poulson, the editors of Going Coed, a collection of case studies, bring into better focus one part of the larger story about educational equality that has previously been scattered. As they examine the still-unfolding understanding of coeducation, including how and why institutions of higher education respond to notions of equality, they have allowed for better comparisons across type, region, and institutional mission. Miller-Bernal... (preview truncated at 150 words.)


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Cite This Article as: Teachers College Record Volume 107 Number 7, 2005, p. 1464-1467
http://www.tcrecord.org ID Number: 11772, Date Accessed: 10/24/2017 7:30:04 AM

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About the Author
  • Thalia Mulvihill
    Ball State University
    E-mail Author
    THALIA M. MULVIHILL currently serves as an Associate Professor in Higher Education and Social Foundations of Education and as the Associate Director of the Adult, Higher and Community Education Doctoral Program at Ball State University. She was awarded a Virginia B. Ball Center for Creative Inquiry Fellowship for 2002-2003. Her research focuses on the history and sociology of education and higher education with a focus on women and gender issues. Recent publications include: “The Extended Influence of Dean M. Eunice Hilton and Katherine Sibley: A Case Study of the Collegial Integration of Programs for Women University Students, 1930s - 1950s,” Initiatives, vol. 59, no. 4., and “Physical Education and Women in Higher Education,” in Women in Higher Education, ed., Kristen Renn, (2002). She earned her Ph.D. in Cultural Foundations of Education and Curriculum and a MA in Higher Education at Syracuse University.
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