DOCSLIB.ORG

Who Attends a Women's College?

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Who Attends a Women's College? Who Attends A Women’s College? Identifying Unique Characteristics and Patterns of Change, 1971-2011 Linda J. Sax, Ph.D., Principal Investigator with Jennifer Berdan Lozano and Colleen Quinn Vandenboom University of California, Los Angeles September 2014 Updated April 2015 TABLE OF CONTENTS ............................................................................................................................................... ii ............................................................................................................................................ iii LIST OF TABLES .................................................................................................................................................... iv LIST OF FIGURES ................................................................................................................................... vii FOREWORD .....................................................................................................................................xiii EXECUTIVE SUMMARY ................................................................................................................................... 1 ACKNOWLEDGMENTS PART I: INTRODUCTION An Evolving Population at Women’s Colleges .................... .................................................................................................................................................................................................... 2 4 PART II: RESEARCH METHODS Comparison Groups .................................................................................................................................................. 5 Categories for Analysis ............................................................................................................................................ 6 Analysis .......................................................................................................................................................................... 7 ...... 9 PART III: COMPARING CURRENT WOMEN’S COLLEGES WITH HISTORICALLY COEDUCATIONAL INSTITUTIONS Demographics ............................................................................................................................................................ 10 Academic Self‐Confidence and Engagement ................................................................................................ 13 College Choice ............................................................................................................................................................ 14 Financial Attitudes and Expectations .............................................................................................................. 16 Educational, Career, and Family Aspirations ............................................................................................... 17 Leadership Orientation ......................................................................................................................................... 18 Community Orientation ........................................................................................................................................ 19 Artistic Inclination ................................................................................................................................................... 19 Psychological and Physical Well‐Being .......................................................................................................... 20 Spirituality................................................................................................................................................................... 20 Extracurricular Activities ..................................................................................................................................... 21 Political and Social Views ................................................................................................... .................................................................................................. 22 24 ................................................................................................................................................. 27 SUMMARY OF KEY FINDINGS AND QUESTIONS FOR CONSIDERATION ................................................................................................................................................. 28 CONCLUSION .................................................................................................................................... 30 REFERENCES .......................................................................................................................................... 85 TABLES AND FIGURES APPENDICES A‐D i LIST OF TABLES Table 3.1: Demographics .............................................................................................................................................. 31 Table 3.2: Academic Self‐Confidence and Engagement .................................................................................. 39 Table 3.3: College Choice .............................................................................................................................................. 43 Table 3.4: Financial Attitudes and Expectations ............................................................................................... 47 Table 3.5: Educational, Career, & Family Aspirations ..................................................................................... 49 Table 3.6: Leadership Orientation ........................................................................................................................... 53 Table 3.7: Community Orientation .......................................................................................................................... 54 Table 3.8: Artistic Inclination ..................................................................................................................................... 57 Table 3.9: Psychological and Physical Well‐Being ............................................................................................ 58 Table 3.10: Spirituality .................................................................................................................................................. 59 Table 3.11: Extracurricular Activities .................................................................................................................... 60 Table 3.12: Political and Social Views ................................................................................................................... 62 ii LIST OF FIGURES Figure 3.1: White/Caucasian Student Enrollment ............................................................................................ 67 Figure 3.2: African American/Black Enrollment ............................................................................................... 67 Figure 3.3: Asian American/Asian Student Enrollment ................................................................................. 68 Figure 3.4: Median Parental Income ....................................................................................................................... 68 Figure 3.5: College is 500+ Miles from Home ..................................................................................................... 69 Figure 3.6: Father Has a Four‐Year or Graduate Degree ............................................................................... 69 Figure 3.7: Mother Has a Four‐Year or Graduate Degree .............................................................................. 70 Figure 3.8: Father’s Occupation: Doctor (MD or DDS) .................................................................................... 70 Figure 3.9: Father’s Occupation: Lawyer .............................................................................................................. 71 Figure 3.10: Father’s Occupation: Business ......................................................................................................... 71 Figure 3.11: Father’s Occupation: Laborer .......................................................................................................... 72 Figure 3.12: Father’s Occupation: Unemployed ................................................................................................. 72 Figure 3.13: Father’s Occupation: Military ........................................................................................................... 73 Figure 3.14: Parents Divorced or Living Apart................................................................................................... 73 Figure 3.15: Average Grade in High School: A+, A, or A‐ ................................................................................ 74 Figure 3.16: Median Hours Per Week in High School: Studying/Homework ....................................... 74 Figure 3.17: Self‐Rated Mathematical Ability ..................................................................................................... 75 Figure 3.18: Self‐Rated Academic Ability.............................................................................................................. 75 Figure 3.19: College Applications Other Than Current College: Six or More ........................................ 76 Figure 3.20: Attending First Choice College .......................................................................................................
Load more

Recommended publications
  • Financial Stress and Health Considerations: a Tradeoff in the Reopening Decisions of U.S
    Journal of Risk and Financial Management Article Financial Stress and Health Considerations: A Tradeoff in the Reopening Decisions of U.S. Liberal Arts Colleges during the COVID-19 Pandemic Jonah Tobin 1, Oliver Hall 1, Jacob Lazris 2 and David Zimmerman 3,4,* 1 Class of 2023, Williams College, Williamstown, MA 01267, USA; [email protected] (J.T.); [email protected] (O.H.) 2 Class of 2021, Williams College, Williamstown, MA 01267, USA; [email protected] 3 Department of Economics, Williams College, Williamstown, MA 01267, USA 4 The College Crisis Initiative, Davidson College, Davidson, NC 28035, USA * Correspondence: [email protected] Abstract: This paper presents empirical evidence on factors influencing choices made by members of the Annapolis Group of Liberal Arts colleges regarding whether to operate primarily in-person, primarily online or some flexible alternative during the COVID-19 pandemic of 2020. This paper examines the tradeoff between public health risks and financial standing that school administrators faced when deciding reopening plans. Because in-person instruction at colleges and universities had large effects on COVID-19 case rates, it is critical to understand what caused these decisions. We used binary and multinomial probit models to evaluate an original data set of publicly available data as Citation: Tobin, Jonah, Oliver Hall, well as data from the College Crisis Initiative. Binary and multinomial choice model estimates suggest Jacob Lazris, and David Zimmerman. that conditional upon the prevailing level of COVID-19 in their county, financially distressed colleges 2021. Financial Stress and Health were approximately 20 percentage points more likely to opt for primarily in-person operations than Considerations: A Tradeoff in the less financially distressed colleges.
    [Show full text]
  • Liberal Arts Colleges in American Higher Education
    Liberal Arts Colleges in American Higher Education: Challenges and Opportunities American Council of Learned Societies ACLS OCCASIONAL PAPER, No. 59 In Memory of Christina Elliott Sorum 1944-2005 Copyright © 2005 American Council of Learned Societies Contents Introduction iii Pauline Yu Prologue 1 The Liberal Arts College: Identity, Variety, Destiny Francis Oakley I. The Past 15 The Liberal Arts Mission in Historical Context 15 Balancing Hopes and Limits in the Liberal Arts College 16 Helen Lefkowitz Horowitz The Problem of Mission: A Brief Survey of the Changing 26 Mission of the Liberal Arts Christina Elliott Sorum Response 40 Stephen Fix II. The Present 47 Economic Pressures 49 The Economic Challenges of Liberal Arts Colleges 50 Lucie Lapovsky Discounts and Spending at the Leading Liberal Arts Colleges 70 Roger T. Kaufman Response 80 Michael S. McPherson Teaching, Research, and Professional Life 87 Scholars and Teachers Revisited: In Continued Defense 88 of College Faculty Who Publish Robert A. McCaughey Beyond the Circle: Challenges and Opportunities 98 for the Contemporary Liberal Arts Teacher-Scholar Kimberly Benston Response 113 Kenneth P. Ruscio iii Liberal Arts Colleges in American Higher Education II. The Present (cont'd) Educational Goals and Student Achievement 121 Built To Engage: Liberal Arts Colleges and 122 Effective Educational Practice George D. Kuh Selective and Non-Selective Alike: An Argument 151 for the Superior Educational Effectiveness of Smaller Liberal Arts Colleges Richard Ekman Response 172 Mitchell J. Chang III. The Future 177 Five Presidents on the Challenges Lying Ahead The Challenges Facing Public Liberal Arts Colleges 178 Mary K. Grant The Importance of Institutional Culture 188 Stephen R.
    [Show full text]
  • Report on Academic Excellence Academic Excellence: the Meeting and the Sourcebook
    Report on Academic Excellence Academic Excellence: The Meeting and the Sourcebook Neal B. Abraham Vice President for Academic Affairs and Dean of the Faculty DePauw University One hundred and seventy representatives of undergraduate undergraduate research provided five-year glimpses of similar colleges and universities, many of them college presidents and information, though longer studies are difficult since partici- chief academic officers, gathered at Argonne National pation varied from issue to issue. Not since the studies [3] in Laboratory on June 24-26, 2001 at the behest of five private the mid 1980’s of scientific research at fifty colleges highly pro- foundations to consider the role of research in the natural sci- ductive of science majors, peer-reviewed scientific publica- ences at undergraduate institutions. The foundations are tions, and members of the National Academies of Science has among the leaders in supporting scientific research in under- there been a such comprehensive study or such a gathering of graduate colleges and universities, though their bias has been college leaders to consider the significance of that activity. toward the physical sciences. Several of the leaders of these The Academic Excellence Sourcebook surveying activities and foundations had been particularly concerned by their percep- productivities for the decade of the 1990’s swamps the Oberlin tion of a decline in research activity in undergraduate science study data in the comprehensiveness of data on each institu- departments, notably represented by waning proposal pres- tion and breadth in the number and type of institutions sure to their programs and to counterpart programs of the included. National Science Foundation (such as the Research in Undergraduate Institutions - RUI program) and of the The analysis of the data has just begun, but several key points oNational Institutes of Health (such as the Academic Research have been noted: Enhancement Award (AREA) program).
    [Show full text]
  • 1997-1999 Colleges Course Catalog.Pdf
    .- ~ ... ~ * . *Yi.- ---=* * * ;: -- * ***=*- - - ~- University of Wisconsin C~nters I 1997-98 Academic Year Calendar Semester I Semester II Registration August 25-29, 1997 Registration January 12-16, 1998 Labor Day Holiday September 1 Martin Luther King Holiday .January 19 First Day of Classes September 2 First Day of Classes January 20 ~hanksgiving Recess November 27-28 Spring Vacation March 16-20 Last Day of Classes December 15 Last Day of Classes May 12 Examinations December 16-19, 22-23 Study Day May 13 Examinations May 14-16, 18-20 1998-9~ Academic Year Calendar Seme~ter I Semester II Registration August 26-28, 31; Registration January 11-15, 1999 September 1-2, 1998 Martin Luther King Holiday January 18 First Day of Classes September 2 First Day of Classes January 19 Labor Day Holiday September 7 Spring Vacation March 1,.5-19 Than ksgiving Recess November 26-27 Last Day ofCLasses May 10 Last Day of Classes December 15 Study Day May 11 Examinations . December 16-23 Examinations May 12-14, 17-19 u of sin Centers 1997-1999 Catalog UWC Campuses e UWC-Barron County UWC-Marinette Coun UWC-Marathon County e -Marshfield/Wood County e UWC-Fox Valley e VISIT THE UW CENTERS WEB PAGE: http:/jwww.uwc.edu UWC-Manitow UWC-Fond du lac e boojSauk County • UWC-Sheboygan UWC -Washingto~o UWC-BaraboojSauk County Student Services Office UWC -Waukesha• County 1006 Connie Road Baraboo, WI 53913-1098 608/356-8724 UWC-Rock• Count UWC-Barron County Student Services Office UWC-Marathon County UWC-Rock County 1800 College Drive Student Services Office Student
    [Show full text]
  • 2008-09 College Catalog
    www.nicc.edu 2008-2009 NICC Catalog student driven...community focused 2008-2009 College Catalog Fall Semester 2008 August 21 Semester Begins September 1 No Classes - Holiday NICC Centers October 17 - 20 No Classes - Fall Break November 17 Last Day to Withdraw Chickasaw County Center Regional Academy for November 26 - 30 No Classes - Holiday 951 North Linn Avenue, Suite 6 Math and Science (RAMS) Semester Ends New Hampton, Iowa 50659-1203 & Oelwein Center December 18 641.394.4689 (Opening Fall 2008 fax: 641.394.6909 located on Hwy 150 South Winterim 2008 - 2009 Oelwein, Iowa 50662-2501 Cresco Center 319.283.3010 December 22, 23, 29 and 30 | January 5, 7 and 9 1020 - 2nd Avenue Southeast fax: 319.283.3010 Highway 9 Cresco, Iowa 52136-1710 Town Clock Center Spring Semester 2009 563.547.3355 for Professional Development fax: 563.547.3402 680 Main Street January 12 Semester Begins Dubuque, Iowa 52001-6818 March 8 - 15 No Classes - Spring Break Delaware County Center 888.642.2338 April 10 - 13 No Classes Professional Building fax: 563.557.0319 223 West Main Street April 14 Last Day to Withdraw Manchester, Iowa 52057-1547 Waukon Center April 21 No Classes - All College Day 563.927.6387 1220 3rd Avenue NW, Suite 102 May 13 Semester Ends fax: 563.927.6534 Waukon, Iowa 52172 563.568.3060 Summer Term 2009 Dubuque Center fax: 563.568.0016 700 Main Street May 19 Term Begins Dubuque, Iowa 52001-6820 563.557.8271 May 23 -25 No Classes - Holiday fax: 563.557.8353 July 3 - 5 No Classes - Holiday July 22 Last Day to Withdraw August 12 Term Ends 08-09 catalog
    [Show full text]
  • FICE Code List for Colleges and Universities (X0011)
    FICE Code List For Colleges And Universities ALABAMA ALASKA 001002 ALABAMA A & M 001061 ALASKA PACIFIC UNIVERSITY 001005 ALABAMA STATE UNIVERSITY 066659 PRINCE WILLIAM SOUND C.C. 001008 ATHENS STATE UNIVERSITY 011462 U OF ALASKA ANCHORAGE 008310 AUBURN U-MONTGOMERY 001063 U OF ALASKA FAIRBANKS 001009 AUBURN UNIVERSITY MAIN 001065 UNIV OF ALASKA SOUTHEAST 005733 BEVILL STATE C.C. 001012 BIRMINGHAM SOUTHERN COLL ARIZONA 001030 BISHOP STATE COMM COLLEGE 001081 ARIZONA STATE UNIV MAIN 001013 CALHOUN COMMUNITY COLLEGE 066935 ARIZONA STATE UNIV WEST 001007 CENTRAL ALABAMA COMM COLL 001071 ARIZONA WESTERN COLLEGE 002602 CHATTAHOOCHEE VALLEY 001072 COCHISE COLLEGE 012182 CHATTAHOOCHEE VALLEY 031004 COCONINO COUNTY COMM COLL 012308 COMM COLLEGE OF THE A.F. 008322 DEVRY UNIVERSITY 001015 ENTERPRISE STATE JR COLL 008246 DINE COLLEGE 001003 FAULKNER UNIVERSITY 008303 GATEWAY COMMUNITY COLLEGE 005699 G.WALLACE ST CC-SELMA 001076 GLENDALE COMMUNITY COLL 001017 GADSDEN STATE COMM COLL 001074 GRAND CANYON UNIVERSITY 001019 HUNTINGDON COLLEGE 001077 MESA COMMUNITY COLLEGE 001020 JACKSONVILLE STATE UNIV 011864 MOHAVE COMMUNITY COLLEGE 001021 JEFFERSON DAVIS COMM COLL 001082 NORTHERN ARIZONA UNIV 001022 JEFFERSON STATE COMM COLL 011862 NORTHLAND PIONEER COLLEGE 001023 JUDSON COLLEGE 026236 PARADISE VALLEY COMM COLL 001059 LAWSON STATE COMM COLLEGE 001078 PHOENIX COLLEGE 001026 MARION MILITARY INSTITUTE 007266 PIMA COUNTY COMMUNITY COL 001028 MILES COLLEGE 020653 PRESCOTT COLLEGE 001031 NORTHEAST ALABAMA COMM CO 021775 RIO SALADO COMMUNITY COLL 005697 NORTHWEST
    [Show full text]
  • February 26, 2021 President, Search Committee New College of Florida
    February 26, 2021 President, Search Committee New College of Florida Via Electronic Mail Dear Members of the Search Committee: As I read your engaging presidential prospectus, I was drawn to New College of Florida’s distinctive liberal arts model. The opportunity to expand on the college’s influence and build on this unique model that is “open-minded, minimally prescriptive, customized, and evolutionary” invigorates me. Each time I read it I feel myself gaining energy and purpose. I enthusiastically submit my “curriculum vitae,” ​ highlighting a cutting edge integration of applied liberal arts, the intersection of career development and ​ education, an inclusive and welcoming community that builds trust, enhanced organizational effectiveness, and successful financial leadership with partnerships and fundraising. My qualifications and experiences prepare me particularly well to help build an increasingly visible role for New College of Florida that draws interest and enrollment from new pools of students throughout the state, region, nation and world. ​ When I first enrolled at Trinity College in Hartford, CT, as an undergraduate, I encountered faculty who were ready and eager to mentor and guide me. One example is Dori Katz, my faculty advisor, who did not tell me that majoring in French would be impossible because I am deaf. She said, "I will help you." But I soon learned that she didn't know how. So I began to teach her about my world, as she taught me about hers. Without the discussion we sustained and the careful attention she gave me over four years, I may ​ never have become the educated, ethical and engaged citizen that I am today.
    [Show full text]
  • USL Attempts to Change Bus Routes
    U Sing Audience Gets Extra Treat Besides being entertained, the audience at University- Sing will Smith, chairman; Virginia Thom­ get an extra treat. Those persons as, Bill Mett, and Joan Kugler. OST who are lucky enough' to sit in Bernice Buresh is publicity chair­ "special seats" will be awarded man. Vol. V. No. 11 University of Wisconsin—Milwaukee December 1, 1960 gifts during the program. Tickets are now on sale in the University Sing is scheduled for USG office, room 204 of the Un­ 7:30 p.m. Saturday^ Dec. 3, in the ion, for 75 ~ cents. They will also UWM auditorium. Chairman of be available at the door. the event is Del Smith. A technical rehearsal will be There ar^ two competitive di­ held today at 5 p^m. in the Ken­ USL Attempts to visions this year. The first in­ wood auditorium. Failure of any cludes groups with 12 or more group to appear means forfeit of participating; the second division the deposit and exclusion from is composed of duets, trios, and the program. quartets. "I certainly hope that there will Change Bus Routes First, second, and third place be a full house at University trophies will be awarded to win­ Sing, because we would like to By Tom Rosenkranz ners in the first division. Gold make it an annual event," Del plaques are to be given to win­ said. "Besides the awarding of "Several of the main arteries ners in the second division. gifts to the audience, this year the of the Milwaukee transport com­ Special features of the Sing in­ committee has worked out special pany pass in the vicinity of UWM; clude a performance by the Mil­ lighting effects.
    [Show full text]
  • Mount Senario Student Counts on WTG Lawrence Sophomore Shows a Commitment to Community Service
    WTG Achievers Vol. 1, No.9 April 2001 Mount Senario Student Counts on WTG About WTG Boyceville High School in accounting. After receiving The 21 private, or Boyceville, Wisconsin, notes, her bachelor’s degree, she independent, colleges and “During high school, I wants to pursue a job in the universities of Wisconsin participated in Future Business accounting field and gradually operate without taxpayer Leaders of America and that is work towards becoming a support, but provide an invaluable public service to when I decided I wanted to Certified Public Accountant. Wisconsin, educating over become an accountant. I just 50,000 students a year. love numbers.” Without the Wisconsin Tuition Many of Wisconsin’s best Grant and other financial and brightest need help to In May 2001 she will have assistance, Heather would be attend the college of their completed requirements for an unable to achieve her goals. choice. associate’s degree in business When asked how she is paying The State of Wisconsin at Mount Senario College, a for college, she answers, “On Heather Bird of Boyceville, created the Wisconsin four-year liberal arts top of the WTG, Mount Tuition Grant (WTG) in a sophomore at institution in Ladysmith, Senario College has added its 1965. Its goal is to help Mount Senario College Wisconsin. She will have own scholarships and arranged financially needy Wisconsin seventy-two credits and a GPA student loans for me to further citizens to succeed. There Heather Bird has her eye on of better than 3.0. She will help me with the costs. I’m are only enough funds the bottom line.
    [Show full text]
  • The Wisconsin Tuition Grant: Strengthening Wisconsin Mount
    WTG Achievers Vol. 1, No. 12 July 2001 The Wisconsin Tuition Grant: About WTG Strengthening Wisconsin The 21 private, or By Dr. Rolf Wegenke, President, Wisconsin Association of Independent Colleges and Universities independent, colleges and universities of Wisconsin Each year Wisconsin’s 21 voluntary service instilled in eligible students to be funded. operate without taxpayer private colleges and their students, faculty, and Legislators can rest assured support, but provide an universities educate more than staff. that students who do receive invaluable public service to 50,000 students and confer grants are extremely thankful Wisconsin, educating over 50,000 students a year. approximately 10,000 degrees. The Wisconsin Tuition Grant for the help. And Wisconsin’s Many of Wisconsin’s best Although these nonprofit (WTG) was created in 1965 private colleges and and brightest need help to institutions receive no direct because legislators wanted universities are also grateful attend the college of their monetary support from the needy Wisconsin citizens to be on their students’ behalf. choice. taxpayers, they nevertheless able to attend the college of serve an important public their choice. Each year Wisconsin students receiving The State of Wisconsin purpose. They undergird the approximately 20,000 students WTG are proving to be created the Wisconsin Tuition Grant (WTG) in state’s economic vitality apply for WTG grants. These leaders in their colleges and 1965. Its goal is to help through the billions in are Wisconsin students universities and in their financially needy Wisconsin earnings of their alumni looking to the future at communities. The first year’s citizens to succeed.
    [Show full text]
  • Mundelein College Photograph Collection, 1930-1993, Undated
    Women and Leadership Archives Loyola University Chicago Mundelein College Photograph Collection, 1930-1993, undated Preliminary Finding Aid Creator: Mundelein College Extent: TBD Language: English Repository: Women and Leadership Archives, Loyola University Chicago Administrative Information Access Restrictions: None Usage Restrictions: Copyright of the material was transferred to the Women and Leadership Archives (WLA). Preferred Citation: Identification of item, date, box #, folder #, Mundelein College Photograph Collection, Women and Leadership Archives, Loyola University Chicago. Provenance: The Mundelein College Photograph Collection was transferred to the WLA upon its founding in 1994. Processing Information: The Women and Leadership Archives received the Mundelein College Photograph Collection from the collection maintained in the college archives. A project to reprocess and digitize the photograph collection began in 2018 and is ongoing. Separations: None See Also: A portion of the collection is digitized and available at luc.access.preservica.edu. Mundelein College Paper Records, Women and Leadership Archives. Administrative History Mundelein College was founded by the Sisters of Charity of the Blessed Virgin Mary (BVMs) in response to a call by Cardinal George Mundelein for a Catholic women’s college on the North Side of Chicago. For 60 years, Mundelein College offered its students a comprehensive Catholic liberal arts education. The women who were educated at Mundelein came from many ethnic and socio-economic groups and were often the first females in their families to attend college. The college was led through many changes and social movements in the Catholic Church and nation by renowned educator Sister Ann Ida Gannon, BVM, who served as president from 1957 to 1975.
    [Show full text]
  • Reportto the Community GEORGIA INDEPENDENT COLLEGE ASSOCIATION GICA GEORGIA INDEPENDENT COLLEGE ASSOCIATION “Attending a Private College Has Been Very Valuable to Me
    REPORTTo The Community GEORGIA INDEPENDENT COLLEGE ASSOCIATION GICA GEORGIA INDEPENDENT COLLEGE ASSOCIATION “Attending a private college has been very valuable to me. I love having smaller class sizes and being able to get to know everyone around school…At a private college you’re not just a name or a face in class, your professors actually want to be able to get to know who you are and they want to help you succeed in their class and for your future.” Katelyn Wienbarg Sophomore Reinhardt University STAFF Dr. Susanna L. Baxter President Mr. Dale E. Becker, Ed.S. Administrative Assistant Ms. Lisa K. Macke, M.S. Director of Member Services Dr. Carolyn Sloane Mata Director of Research Mr. James M. (Chip) Moore III Database Business Analyst 2 2 Table of Contents Staff 2 Letter from Board Chair and President 4 Institution Locations 5 Member Profiles 6 Research 19 Member Services 22 Board Members 36 Award Recipients 37 GICA Overview 37 Honor Roll 38 3 This spread: Reinhardt University • On the cover: Oglethorpe University3 LETTERfrom the Board Chair and President There are over 76,000 reasons to be grateful this year. The Georgia Independent College Association (GICA) and our 26 member institutions are privileged to provide high-quality, affordable education to more than 76,000 diverse students. The private, not-for-profit higher education sector not only provides students with an educational choice, it also saves the State of Georgia tens of thousands of dollars for each student we educate. GICA and our member institutions are grateful to our legislators, donors and corporate partners for their support of the not-for-profit sector.
    [Show full text]