Career and Family Outcomes for Women Graduates of Single-Sex Versus Coed Colleges

Abstract

This study compares educational, career, and family outcomes by gender composition of college and race/ethnicity of women who graduated in 1993 from three selective U.S. colleges (two single-sex; one coed). It also compares these graduates' assessments of their college experience. The 60 White women and 60 Women of Color were interviewed as traditional-age seniors and surveyed annually for 16 years. In 2009, 76.7% responded. All groups were happy with their alma maters, although they assessed the advantages and disadvantages somewhat differently. Single-sex graduates more frequently indicated that their college had provided a supportive environment and complained that it provided a limited social life. Coed graduates more frequently indicated that their college provided cultural broadening and positive social relationships. Coed White graduates were in touch with more college friends than single-sex White graduates; there was no significant difference by type of college for Women of Color graduates. Results indicate no significant differences in advanced degrees or career status or STEM field involvement by gender composition of college or race/ ethnicity. Nor were any differences in marriage or motherhood variables found. The similarity in outcomes supports the primacy of status of college and is interpreted as positive indication that U.S. colleges have become more hospitable to women.

Balancing Motherhood and Career in STEM Jobs

“…1 Against these dismal statistics, the UN adopted the resolution A/RES/70/212 (draft A/70/474/Add.2) and declared 11 February 2016 as the first International Day of Women and Girls in Science with the theme "Transforming the World: Parity in Science" aimed at greater participation of women and girls in science by 2030. 2 Notwithstanding, it is often challenging for a career-oriented woman all over the place to "have it all"-career, children, marriage, and financial stability (Aveling, 2002;Baber and Monaghan, 1988;Bielby and Bielby, 1984;Bhattacharyya, 2009;2013;Granrose and Caplan, 1996;Herman and Lewis, 2012;Hoffnung, 2004Hoffnung, , 2011Lahiri-Dutt and Sil, 2014;Novack andNovack, 1996, Sarma, 2008). The challenge is indeed far more in the maledominated sectors such as STEM jobs (Adya and Kaiser, 2005;Jacobs, 2005;Long and Fox, 1995;Herman and Lewis, 2012;Williams and Ceci, 2012).…”

Single-Sex Education: New Perspectives and Evidence on a Continuing Controversy

“…These controversies also illustrate the difficulties in drawing conclusions from comparisons of students in single-sex versus mixed-sex schools, and the political consequences that occur when the results are ambiguous or conflict with the prevailing ideology. The first major controversy concerned the comparisons of those women who attended all-female colleges with those women who attend coeducational institutions, a strategy adopted by Hoffnung (2011) in this issue. Women's colleges had significant support from some feminists, who believed that they provided an environment that was especially supportive of women's intellectual and emotional development (Crosby et al 1994).…”

Difference in Social Anxiety among Students of Single-sex and Co-Education Schools

“…Girls in a single-sex school have a higher sense of belonging and ownership of classroom (Brutsaert & Van Houtte, 2002;Streitmatter, 2002). Drawbacks of single-sex schooling for girls include existence of "girl drama" and gossip (Hart, 2016), dissatisfaction with social life (Hoffnung, 2011) and social incapacitation in adjusting and accepting the presence of boys on exiting the single-sex environment (Sharma, 2013).…”