000			03466cam a2200457 i 4500
999			_c19361 _d19361
001			ocn948360697
003			OCoLC
005			20180214102714.0
008			160315t20162016njua b 001 0 eng
010			_a 2016008822
020			_a9780691172996 _q(hardcover ;) _q(acid-free paper)
020			_a0691172994 _q(hardcover ;) _q(acid-free paper)
035			_a(OCoLC)948360697
040			_aDLC _beng _erda _cDLC _dERASA _dBDX _dOCLCF _dOCLCO _dOCLCQ _dYDX _dYDX _dOCLCO _dVMI
042			_apcc
043			_an-us--- _ae-uk---
049			_aUOKA
050	0	0	_aLC1756 _b.M26 2016
082	0	0	_a371.822 _223
092			_a371.822 M2956K 2016
999			_b03218938
100	1		_aMalkiel, Nancy Weiss _eauthor. _94508
245	1	0	_a"Keep the damned women out" : _bthe struggle for coeducation / _cNancy Weiss Malkiel.
264		1	_aPrinceton : _bPrinceton University Press, _c[2016]
264		4	_c�2016
300			_axxv, 646 pages, 16 unnumbered pages of plates : _billustrations ; _c25 cm
336			_atext _btxt _2rdacontent
337			_aunmediated _bn _2rdamedia
338			_avolume _bnc _2rdacarrier
504			_aIncludes bibliographical references and index.
520			_aAs the tumultuous decade of the 1960s ended, a number of very traditional, very conservative, highly prestigious colleges and universities in the United States and the United Kingdom decided to go coed, seemingly all at once, in a remarkably brief span of time. Coeducation met with fierce resistance. As one alumnus put it in a letter to his alma mater, "Keep the damned women out." Focusing on the complexities of institutional decision making, this book tells the story of this momentous era in higher education--revealing how coeducation was achieved not by organized efforts of women activists, but through strategic decisions made by powerful men. In America, Ivy League schools like Harvard, Yale, Princeton, and Dartmouth began to admit women; in Britain, several of the men's colleges at Cambridge and Oxford did the same. What prompted such fundamental change? How was coeducation accomplished in the face of such strong opposition? How well was it implemented? Nancy Weiss Malkiel explains that elite institutions embarked on coeducation not as a moral imperative but as a self-interest means of maintaining a first-rate applicant pool. She explores the challenges of planning for the academic and non-academic lives of newly admitted women, and shows how, with the exception of Mary Ingraham Bunting at Radcliffe, every decision maker leading the charge for coeducation was male. Drawing on unprecedented archival research, [this book] is a breathtaking work of scholarship that is certain to be the definitive book on the subject. -- Inside jacket flap.
650		0	_aWomen _xEducation (Higher) _zUnited States _xHistory _y20th century. _94509
650		0	_aWomen _xEducation (Higher) _zGreat Britain _xHistory _y20th century. _94510
650		0	_aCoeducation _zUnited States _xHistory _y20th century. _94511
650		0	_aCoeducation _zGreat Britain _xHistory _y20th century. _94512
650		0	_aUniversities and colleges _zUnited States _xAdministration _xHistory _y20th century. _94513
650		0	_aUniversities and colleges _zGreat Britain _xAdministration _xHistory _y20th century. _94514
650		0	_aCollege administrators _zUnited States _xHistory _y20th century. _94515
650		0	_aCollege administrators _zGreat Britain _xHistory _y20th century. _94516
942			_2ddc _cBOOK