Women Students’ Interactions with Faculty and Exposure to Good Teaching at Colleges and Universities with Varying Histories of Admitting Women

Teniell L. Trolian (), Elizabeth A. Jach, Christine A. Ogren and Jana M. Hanson
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Teniell L. Trolian: University at Albany, State University of New York
Elizabeth A. Jach: University of Wisconsin-Madison
Christine A. Ogren: University of Iowa
Jana M. Hanson: South Dakota State University

Research in Higher Education, 2018, vol. 59, issue 4, No 4, 488 pages

Abstract: Abstract This study considers how institutional histories of admitting women are associated with present college experiences, and uses data from the Wabash National Study of Liberal Arts Education to compare the experiences of women at women’s colleges or former women’s colleges to those of women at former men’s colleges and colleges that have always been coeducational. Results indicate that women attending former men’s colleges and colleges that have always been coeducational seem to experience similar or greater frequency and quality of student–faculty interaction and exposure to good teaching practices, compared to women attending women’s or former women’s colleges. Results also suggest that considering the gender enrollment histories of colleges and universities may provide valuable context for evaluating the experiences of women at women’s colleges and coeducational institutions.

Keywords: College experiences; Women students; Good practices; Student–faculty interaction (search for similar items in EconPapers)
Date: 2018
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DOI: 10.1007/s11162-017-9476-9

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