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]
  • 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]
  • 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]
  • Austin College Bulletin August 2020 Vol. 112 | Sherman, Texas
    Accreditation A coeducational liberal arts college founded in 1849. Sherman, Texas Colors: Crimson and Gold Accreditation and Memberships Austin College is accredited by the Southern Association of Colleges and Schools Commission on Colleges, 1866 Southern Lane, Decatur, Georgia 30033-4097, telephone number 404.679.4500. With the approval of the Texas State Education Agency, Austin College offers the Bachelor of Arts degree and the Master of Arts in Teaching degree. Austin College is on the approved list of the American Chemical Society and the American Association of University Women. Accreditation material is available through the Office of the President. Austin College holds institutional membership in the American Association of Colleges for Teacher Education, American College & University Presidents’ Climate Commitment, Annapolis Group, ASIANetwork, the Association of American Colleges and Universities, the Association of Governing Boards of Universities and Colleges, the Association of Presbyterian Colleges and Universities, the Association for the Advancement of Sustainability in Higher Education, the American Council on Education, the Council of Independent Colleges, the Council on Higher Education for Accreditation, the Council on Undergraduate Research, Independent Colleges and Universities of Texas, the Institute for the International Education of Students, the Institute of European Studies, the National Association of Independent Colleges and Universities, American Association of Collegiate Registrars and Admissions Officers,
    [Show full text]
  • The Best Kind of College
    Introduction ᇺᇻᇺ Susan McWilliams and John E. Seery Higher education is, these days, in the news. Much of that news is grim. The price of tuition is increasing at a phenomenal rate. Student loan debt is at an all-time high. Many universities are overfilled, and students cannot enroll in the courses they need to graduate. The fast pace of technological change makes many degrees seem almost immediately obsolete. Graduates have trouble finding jobs. In response, all sorts of debates have been raging about the future of higher education in America, in particular the future of the liberal arts in the country’s colleges and universities. Virtually everyone in the chatter- ing classes has had his or her say on the matter; those who have proposed sweeping reforms to higher education include government officials, CEOs, politicians, think-tank researchers, journalists, media pundits, and univer- sity administrators, as well as parents and students and some prominent professors. But drowned out in all this noisy punditry are the people we may need to hear most: those persons who actually teach the liberal arts exclusively to undergraduates—namely, the faculty who teach in the nation’s small liberal arts colleges. As the voices of those who teach in such colleges are left out of public debate, so, too, are America’s small liberal arts colleges them- selves discounted, or essentially forgotten, in the clamor over the nation’s educational future. We think it is hard to overstate the massive error of this neglect. Small liberal arts colleges should be at the heart of any discussion about Ameri- can higher education rather than relegated to the sidelines or overlooked 1 © 2015 State University of New York Press, Albany 2 Susan McWilliams and John E.
    [Show full text]
  • Hamilton College Catalogue 2015-16
    HAMILTON COLLEGE CATALOGUE 2015-16 1 Hamilton College Calendar 2015-16 Aug. 18-26 Saturday – Wednesday New student orientation 25 Tuesday Residence halls open for upperclass students, 9 a.m. 27 Thursday Fall semester classes begin, 8 a.m. Sept. 4 Friday Last day to add a course, 2 p.m. 18 Friday Last day to exercise credit/no credit option, 3 p.m. Oct. 2-4 Friday – Sunday Fallcoming 14 Wednesday Fall Recess begins, 4 p.m. Academic warnings due Last day to declare leave of absence for spring semester 2016 19 Monday Classes resume, 8 a.m. 21 Wednesday Last day to drop a course without penalty, 3 p.m. 23-25 Friday – Saturday Family Weekend Nov. 2-20 Registration period for spring 2016 courses 20 Friday Thanksgiving recess begins, 4 p.m. 30 Monday Classes resume, 8 a.m. Dec. 11 Friday Fall semester classes end 12-14 Saturday – Monday Reading period 14-18 Monday – Friday Final examinations 19 Saturday Residence halls close, noon Jan. 15-18 Friday – Monday New student orientation 17 Sunday Residence halls open, 9 a.m. 18 Monday Martin Luther King, Jr. holiday 19 Tuesday Spring semester classes begin, 8 a.m. 27 Wednesday Last day to add a course, 2 p.m. Last day for seniors to declare a minor Feb. 5 Friday Last day to exercise credit/no credit option, 3 p.m. 8-12 Monday – Friday Sophomores declare concentration 26 Friday Last day to declare a leave of absence for fall semester 2016 Mar. 4 Friday Academic warnings due 11 Friday Spring recess begins, 4 p.m.
    [Show full text]
  • A NEW DAY for Merrick Hall Pagepage 12 12
    THE MAGAZINE OF OHIO WESLEYAN UNIVERSITY Fall 2015 A NEW DAY for Merrick Hall PagePage 12 12 10 Business, 18 Under 35 and 24 OWU’s History 28 OH-WOO Buildings, and Bikes On Their Way in China Rocks! MAY 2015 GRADUATION Ohio Wesleyan celebrated its 171st Commencement on May 10 with historic Merrick Hall as the backdrop. More than 350 OWU students became OWU alumni during the ceremony. 12 18 24 28 Features 12 A Regal Rebirth Merrick Hall’s renovation was a milestone in the making. Today the historic building transforms the campus community in ways that preserve OWU’s past and propel its future. 18 Under 35 and On Their Way Six risk-taking alums take on the business world with their own start-up companies, from digital networking sites to healthy ice pops for kids. Putting a liberal arts education into practice is clearly helping these young entrepreneurs succeed. 24 Of Missionaries and Educators OWU’s mission service in China began as early as 1860. Since then, and despite years of political upheaval, says Ezra Vogel ’50, OWU’s legacy has had educational and service impact, including in music and medicine. 28 OH-WOO Rocks! By day, OWU professors light up the classroom with discussions on history, politics, philosophy, and classic literature. By night, several of them also light up local stages performing classic rock tunes to standing-room-only crowds. Departments 02 LEADER’S LETTER 10 COMFORT ZONES 35 ALUMNI HAPPENINGS 03 LETTERS 27 ALUMNI PROFILE 36 CLASSNOTES 05 FROM THE JAYWALK 33 OWU TIMESCAPES 46 CALENDAR 08 GIFTS AND GRATITUDE 34 BISHOP BATTLES 48 THE FINAL WORD 09 IN WRITING ON THE COVER: Merrick Hall on the first day of classes.
    [Show full text]
  • Lawrence Today, Volume 79, Number 4, Summer 1999 Lawrence University
    Lawrence University Lux Alumni Magazines Communications Summer 1999 Lawrence Today, Volume 79, Number 4, Summer 1999 Lawrence University Follow this and additional works at: http://lux.lawrence.edu/alumni_magazines Part of the Liberal Studies Commons © Copyright is owned by the author of this document. Recommended Citation Lawrence University, "Lawrence Today, Volume 79, Number 4, Summer 1999" (1999). Alumni Magazines. Book 19. http://lux.lawrence.edu/alumni_magazines/19 This Book is brought to you for free and open access by the Communications at Lux. It has been accepted for inclusion in Alumni Magazines by an authorized administrator of Lux. For more information, please contact [email protected]. --n T 0 D A y SUMMER 1999 The Magazine of Lawrence University VOL. 79, NO.4 Lawrence Family T 0 D Editor Wee end Gordon E. Brown 920-832-6593 October 22-24, 1999 gordon .e. [email protected] u Art Director Marsha Tuchscherer Director of Public Affairs teven Blodgett Associate Director of Public Affairs and News Service Manager Rick Peterson Sports Information Director Michelle Burzinski Production Coordinator Debbie Gibbons Class Notes Writer Kathye Kochanowski, '99 Address correspondence to: Lawrence Today, Lawrence University P.O. Box 599, Appleton, WI 54912-0599 920-832-6586 Fax: 920-832-6783 Robin Sampson, '02, of Wauwatosa, with her parents at Family Office of Alumni Relations Weekend last year (address as above) 920-832-6549 Family Weekend, a Lawrence University fall tradition, will Fax: 920-832-6784 showcase students in the classroom, on the playing field, and [email protected] in musical performances and promises to offer a wide range http://www.lawrence.edu of activities for family members of all ages.
    [Show full text]
  • Hamilton College Catalogue 2011-12
    Hamilton College Catalogue 2011-12 Hamilton College Calendar 2011-2012 Aug. 20-24 Saturday-Wednesday New Student Orientation 23 Tuesday Residence halls open for upperclass students, 9 am 25 Thursday Fall semester classes begin, 8 am Sept. 2 Friday Last day to add a course, 2 pm 16 Friday Last Day to exercise credit/no credit option, 3 pm 23-25 Friday-Sunday Fallcoming/Family Weekend/Bicentennial Celebration Oct. 7 Friday Last day to declare leave of absence for Spring semester 2012 12 Wednesday Fall Recess Begins, 4 pm Academic warnings due 17 Monday Classes resume, 8 am 19 Wednesday Last day to drop a course without penalty, 3 pm Nov. 1-18 Registration period for Spring 2012 courses (tentative) 18 Friday Thanksgiving recess begins, 4 pm 28 Monday Classes resume, 8 am Dec. 9 Friday Fall semester classes end 10-12 Saturday-Monday Reading period 12-16 Monday-Friday Final examinations 17 Saturday Residence halls close, noon Jan. 12-14 Thursday-Saturday New Student Orientation 14 Saturday Residence halls open, 9 am 16 Monday Spring semester classes begin, 8 am 20 Friday Last day for Seniors to declare a minor 24 Tuesday Last day to add a course, 2 pm Feb. 3 Friday Last day to exercise credit/no credit option, 3 pm 6-10 Monday-Friday Sophomores declare concentration 24 Friday Last day to declare leave of absence for Fall semester 2012 Mar. 2 Friday Academic warnings due 9 Friday Spring recess begins, 4 pm; Last day to drop a course without penalty, 3 pm 26 Monday Classes resume, 8 am Apr.
    [Show 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 .................................................................................................................................................
    [Show full text]