Women's Colleges and Women Achievers Revisited

Women Students at Coeducational and Women's Colleges: How Do Their Experiences Compare?

“…Our findings showing that students at women's colleges interact more frequently with faculty suggest that faculty members at women's colleges may be more accessible and that students have more opportunities to talk with faculty members outside of class than women at coeducational institutions. This finding lends further insight into the discussions raised by Tidball (1973Tidball ( , 1980 and Kim and Alvarez (1995), regarding the advantages of the number of female faculty at women's colleges, by suggesting that it is the frequency of interactions among students and faculty members at women's colleges that makes a positive educational difference for women.…”

“…The lone exception to this litany of positive outcomes is that students at women's colleges tend to be less satisfied with the quality of social life their campuses afford (Astin, 1993;Smith, 1990;Smith et al, 1995). Tidball's (1973Tidball's ( , 1980Tidball's ( , 1985Tidball's ( , 1986) extensive body of widely cited baccalaureate origin research suggests a positive relationship between attendance at a women's college and alumnae career attainment. Women's college alumnae were more likely to be women "achievers," defined as those recognized in Who's Who in America.…”

A few good women—on top management teams

“…Their visibility may help women obtain scarce resources from the environment. Third, greater representation of women on the TMT may augur well for treatment of women and other minorities by sending a positive signal to the rest of the organization (Tidball, 1980) and thereby improve the overall work attitudes (Appold et al, 1998). An improvement in work attitudes can lead to a more positive work climate, thereby improving productivity and organizational performance.…”

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

“…Tidball (1973Tidball ( , 1980 and Rice and Hemmings, (1988) used secondary sources to compare the subsequent levels of occupational recognition of alumnae from women's and coed colleges. Tidball (1980), for example, randomly selected 1,500 women from Who's Who of American Women and identified the colleges where most of them had gotten their undergraduate degrees. Graduates of women's college were twice as likely to be listed as graduates of coed colleges.…”