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Chapter 1 of the book "Challenged by Coeducation: Women's Colleges Since the 1960s" is presented. The chapter examines the emergence and decline of women's colleges in the U.S. from the mid-19th century to the 21st century. Despite the overwhelming preference for coeducational colleges, many students and graduates still believe that women's colleges still offer the best education for women. The chapter also provides an overview of case studies discussed throughout the book.

Chapter 13 of the book "Challenged by Coeducation: Women's Colleges Since the 1960s" is presented. It examines factors that affect women's colleges that are adapting to coeducation challenges including location, historical prestige, wealth, and subcultural ties. It infers that women's colleges who have recently considered coeducational status will face greater challenges in recruiting male students and becoming more diverse. Considering coeducation requires gender-equity initiatives that will cover concerns about curriculum, campus life, and personnel.

Chapter 12 of the book "Challenged by Coeducation: Women's Colleges Since the 1960s" is presented. It discusses the histories of Girton and Newnham Colleges emphasizing Girton's status as a mixed college and Newnham's resolve to remain a women's college. Both colleges became affiliated with Cambridge University in the 19th century with students at Newnham treated with a more flexible and freer approach compared to students of Girton. The chapter cites how the two colleges were able to implement programs and improve finances in spite of differences.

Chapter 6 of the book "Challenged by Coeducation: Women's Colleges Since the 1960s" is presented. It discusses the history of Wells College and the challenges that the institution faces as it considers the potential for coeducation. Founded in 1868 by businessman Henry Wells, the institution began with an enrollment of only 36 women. Wells believed that raising future sons for future leadership roles depended on the education of women. In 2004, the Wells College Board of Trustees decided to increase enrollment by allowing the admission of men in 2005.

A preface for the book "Challenged by Coeducation: Women's Colleges Since the 1960s" is presented.

Chapter 13 of the book "Going Coed: Women's Experiences in Formerly Men's Colleges & Universities 1950-2000," edited by Leslie Miller-Bernal and Susan L. Poulson, is presented. It discusses the factors that instigate universities and colleges in the U.S. to adopt coeducation. It mentions numerous initiatives that have been taken to have coeducation in universities. Among the universities and colleges mentioned are Georgetown University in Washington, D.C. and Dartmouth College in New Hampshire.

Chapter 10 of the book "Going Coed: Women's Experiences in Formerly Men's Colleges & Universities 1950-2000," edited by Leslie Miller-Bernal and Susan L. Poulson, is presented. It looks at how Hamilton College of Clinton, New York has adopted coeducation in its context. It discusses the initiatives exerted by the board of tustees of the university in admitting women in its student body. It discusses the establishment of its women's college or Kirkland College and the problems it has faced.

Chapter 4 of the book "Going Coed: Women's Experiences in Formerly Men's Colleges & Universities 1950-2000," edited by Leslie Miller-Bernal and Susan L. Poulson, is presented. It looks at the coeducational setting at Lincoln University in Chester County, Pennsylvania. It discusses how the university incorporated women into its student body in the 1950s. History on the establishment of the university that started in 1854 with the efforts of Presbyterian minister John Miller Dickey is mentioned.

Chapter 2 of the book "Going Coed: Women's Experiences in Formerly Men's Colleges & Universities 1950-2000," edited by Leslie Miller-Bernal and Susan L. Poulson, is presented. It discusses the history of coeducation in the U.S. among Catholic schools in higher education and the emergence of black colleges and universities starting in the nineteenth century. It also looks at the educational developments in Catholic higher education during the end of World War II or the postwar period.