Introduction
Women’s colleges have a long history in the US. A common definition of a women’s is that they are a bachelor and graduate degree-granting institution, often-liberal arts colleges whose student population comprises exclusively of women. Though some women admit a few male students to their programs, they primarily serve the female student body.
Origin
Women’s colleges in the United States started during the early 19th century. According to Irene et al., the founding of women colleges started in the mid and late 19th century in response to a need for advanced education for women. At the time women were not easily admitted to most institutions of higher learning (2006, p. 67). They further add that, while there were a few coeducational colleges such as Oberlin College founded in 1833, Lawrence University in 1847, Antioch College in 1852, and Bates colleges in 1853, most colleges and universities of high standing at that time were exclusively for men. Besides, there was a general feeling that education in antebellum America especially higher education was a preserve of the elite (Irene et al, 2006, p. 67).
Antebellum Period
Today antebellum America has almost faded to history. Very few people in the contemporary world can relate to it. Few people alive today have ever spoken to someone who could remember it. It was during this era that the industrial revolution in the US led to growth in average incomes as well as the growth of the middle class. During that, time education for women was not a primary focus among the American public. According to Church & Sedlik (1976, p. 89), there were three branches of schools i.e district schools, academies, and colleges. Colleges mainly focused on teaching young men about traveling and doing business abroad. More importantly, colleges sprung up to shore up literary skills among the male population at the time with little emphasis on women. Church & Sedlink (1976, p.98) further assert that during the antebellum period, only a few women made it into colleges. Despite vigorous schedules aimed at stopping them from achieving their educational goals, most women admitted to colleges managed to complete their courses. Mount Holyoke became the first women college; a coeducational institution founded in 1833 and doubling up as the first American college to accept women and African-Americans (Church & Sedlik, 1976, p. 107).
Colleges that exist
Fewer than 80 women’s colleges exist today. Fast-changing social and economic trends thanks to the industrial revolution at the beginning of the 19th century presented considerable challenges to women’s colleges. Since then, women’s enrollment at coeducational institutions has increased at a high rate. A major shift by women’s colleges that came up after the antebellum period probably was realignment to the “women’s movement” using feminism as an opportunity to reclaim their historic task to develop women’s minds (Irene et al., 2006, p.69). This time presented a rare opportunity for women’s colleges to reposition themselves as colleges mainly focused on women’s issues and not necessarily feminist-oriented institutions. Nowadays women’s colleges have been through a lot of evolution so much because of emphasis on women’s education up to institutions of higher learning.
Existing Challenges
The history of women’s colleges is characteristic of many challenges. Student and parental protests in reaction to shifting trends in women’s higher education became some of the most challenging times for these institutions. Additionally, these institutions found themselves alienated from the dynamic socio-economic trends that were shaping society. In fact, some stakeholders argued that it was not economically and socially sound for the colleges to stay single-sex, as young women are no longer interested in attending women colleges. However, women’s colleges’ presidents countered the notion by asserting that the colleges were doing extremely well and were attracting large numbers of students.
Conclusion
There is no doubt the idea behind women’s colleges was a noble one. However, the earlier stakeholders acknowledge that the idea is a bit time-barred and a new approach is necessary, the better.
References
Church, R. & Sedlak, M. (1976) Education in the United States. An Interpretive history. New York; the Free Press.
Irene, H. et al. (2006) Women’s Colleges; Issues and Challenges. New York.