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This research examined the ball-handling errors that referees called against historically Black colleges and universities (HBCUs) in Division I women's college volleyball. A ball-handling error is an impermissible nonverbal communicative act such as a ball being lifted, a ball being thrown, or a ball being double hit. Previous research on referee bias was reviewed. Expectancy violations theory served as the theoretical frame because it focuses on nonverbal behaviors and how a message receiver responds to violations. Using publicly available data, this research sought to draw points of comparison between HBCUs and predominantly White institutions. The uncovered data revealed that referees called more ball-handling errors per set against HBCUs relative to predominantly White institutions. Furthermore, only HBCU conferences were penalized at a statistically significant level, while no predominantly White institution conferences were penalized at a statistically significant level. Theoretical implications for expectancy violations theory and practical implications for HBCUs were the focus of the study discussion. [ABSTRACT FROM AUTHOR]

Undergraduates' use of academic libraries is associated with academic achievement, but library research resources are underutilized, and little is known about what factors contribute to students' use of these resources. A random sample of undergraduate students from a historically women's college in the United States (N = 207; 59.2% white; 87.7% female or transfemale, 5.9% gender queer, 5.9% gender non-conforming, and 0.5% other gender) reported on their information literacy self-efficacy, attitudes toward research in undergraduate courses, and behavioral intentions to engage with library resources and services using an anonymous online questionnaire. Controlling for past library research and class year, results indicated that self-efficacy and positive research disposition were associated with greater library research intentions (βs ≥ 0.246, ps ≤ 0.005), with positive disposition related to intentions most strongly among students of underrepresented racial and ethnic identities (b = 0.4817, p <.0001). Surprisingly, greater research anxiety was associated with greater library research intentions (β = 0.345, p =.005), and no significant relation emerged for perceived usefulness (p ≥.05). Self-efficacy is an important factor in library research intentions, and attitudes should be assessed multidimensionally as they relate to library research intentions in different ways. Future research should apply these findings to library instruction and research methods course design to enhance student self-efficacy, encourage library use, and promote success in undergraduate learning. [ABSTRACT FROM AUTHOR]

Molly G. Yarn's book, "Shakespeare's 'Lady Editors': A New History of the Shakespearean Text," sheds light on the overlooked contributions of women editors to the critical history of Shakespeare. Yarn argues that women editors played a significant role in producing and marketing popular editions of Shakespeare's works, influencing generations of readers. The book provides detailed biographical research on these women editors and their editions, drawing on material from university and library archives. Yarn's work challenges the myth that women had little involvement in Shakespeare editing until recently and calls for a reevaluation of the value of women's editorial labor. [Extracted from the article]

Swiss writer Annemarie Schwarzenbach arrived in the United States in late August 1936 at the invitation of the American photographer Barbara Hamilton Wright. It was the first of three visits over the next five years, during which Annemarie reported on Roosevelt’s America for a variety of Swiss newspapers and illustrated magazines. Her first road trip through the Rust Belt was a success with her Swiss editors and the two women planned a second in the American South in the Fall of 1937. In late September, they boarded third class on the S.S. Berengaria, bound for New York.1 The effect of Nazi policies was evident among their fellow passengers. This second trip was longer and more carefully planned: three weeks in the American South, taking in Tennessee, Virginia, Alabama, Georgia and the Carolinas, focussing on the plight of sharecroppers, on industrial exploitation and race—the dark underbelly of the cotton belt. They visited black2 and women’s colleges and New Deal flagship projects. Newspapers reported their movements. The two women were supplied with letters of introduction. “Driving a Ford 8, equipped with two Rolleiflex cameras, with three weeks before us, we went in search of the South—the real South of present-day America.”3 The journalistic record survives and Annemarie’s photos have recently been exhibited at the Klee Center in Bern in 2021 and the Bechtler Museum of Modern Art in Charlotte, North Carolina, in 2022. [ABSTRACT FROM AUTHOR]

Columbia University has named Katrina Armstrong, an alumna of Indian Springs School in Alabama, as its interim president following the resignation of Minouche Shafik. Armstrong is well-known in the Columbia community and has made significant contributions to the health sciences at the university. She has also conducted research on health disparities in rural areas and mental health challenges in the United States. In her first statement as president, Armstrong acknowledged the recent challenges faced by the university and expressed her confidence in overcoming them. The university has not specified how long Armstrong will serve in the interim position. [Extracted from the article]

This study explored depression, anxiety, and help-seeking at a National Collegiate Athletic Association Division III historically women's college in the United States, while taking into account gender identities outside of male and female. An online survey including the Patient Health Questionnaire-9, Generalized Anxiety Disorder-7, and help-seeking measures were completed by 109 student-athletes. Participants' ages ranged from 18 to 22. Within the sample, 59.7% of participants identified as LGBTQIA+ (lesbian, gay, bisexual, transgender, queer, intersex, asexual, among other identities) and 8.3% identified as genderqueer/gender-nonconforming. A total of 33.0% of the participants reported symptoms of depression, while 28.5% reported symptoms of anxiety. Genderqueer/gender-nonconforming athletes reported higher rates of anxiety than athletes who identified as women. Higher rates of depression and anxiety were related to higher levels of formal help-seeking. The results indicate that student-athletes at a historically women's college may be experiencing higher levels of depression and anxiety than student-athletes in other contexts and have more positive views toward help-seeking. Student-athletes who identify outside of the gender binary may be at higher risk for anxiety. [ABSTRACT FROM AUTHOR]

The article discusses the book "Music in Twentieth-Century Oxford: New Directions" by Robin Darwall-Smith and Susan Wollenberg. The book explores the history of music in Oxford during the 20th century, focusing on the role of enthusiastic amateur music-making and the social significance of music in the collegiate spirit of Oxford's women's colleges. It also highlights the professionalization of university music in Oxford, the transformation of college choirs into world-class ensembles, and the academic development of music in the University. However, the article criticizes the book for its exclusion of non-classical music activities and its lack of interpretation and analysis. [Extracted from the article]

Course-based undergraduate research experiences (CUREs) increase student engagement in scientific practices and empower students to generate novel findings. Previous studies have demonstrated that CUREs are more effective at enhancing students' motivations, attitudes, science identity development, and acquisition of science process skills than traditional (i.e., prescriptive) laboratory exercises. Historically, CUREs have adopted one of two structures—the "network" CURE, in which faculty nationwide are provided with training to implement a single CURE model (e.g., SEA-PHAGES), or the "independent" CURE, which is centered around an individual faculty member's research expertise. Although independent CUREs are quite common, few studies have examined the process for and impacts of scaling up an independent CURE for use in diverse institutional contexts. To address this gap, we employed a quasi-experimental mixed-methods design to evaluate how an independent CURE, the Tigriopus CURE, could be modified for implementation at a Hispanic-Serving Institution, a liberal arts college, and a women's college. Analysis of pre- and post-semester data revealed significant differences in CURE students' science identity development, experimental design skills, and motivations relative to a matched comparison group consisting of students enrolled in a traditional laboratory course. These findings highlight the effectiveness of independent CUREs as well as the utility of the Tigriopus CURE across institutional settings. [ABSTRACT FROM AUTHOR]

This article explores the concept of mission in higher education and how it has evolved over time. It acknowledges the lack of consensus among stakeholders regarding the purpose of higher education, with students and parents focusing on future job prospects and faculty and administrators emphasizing intellectual growth. The article examines different dimensions of mission, such as audience, content, place, and intended impact, and provides examples of institutions with diverse missions. It emphasizes the importance of defining and articulating a clear mission for higher education institutions, as well as aligning stakeholders to achieve institutional goals. [Extracted from the article]

Many observers argue that diversity in Economics and STEM fields is critical, not simply because of egalitarian goals, but because who is in a field may shape what is studied by it. If increasing the rate of majoring in mathematically intensive fields among women is a worthy goal, then understanding whether women's colleges causally affect that choice is important. Among all admitted applicants to Wellesley College, enrollees are 7.2 percentage points (94 percent) more likely to receive an Economics degree than non-enrollees (a plausible lower bound given negative selection into enrollment on math skills and major preferences). Overall, 3.2 percentage points – or 44 percent of the difference between enrollees and non-enrollees – is explained by college exposure to women instructors and students, consistent with a wider role for women's colleges in increasing women's participation in Economics. HIGHLIGHTS In US colleges, men are more than twice as likely as women to major in Economics. Enrollees are twice as likely as non-enrollees to major in Economics. The difference is a plausible lower bound given patterns of selection on observed variables. Over 40 percent of the difference is explained by the gender of students and faculty. [ABSTRACT FROM AUTHOR]

The article "Taking Feminism beyond the Academy" discusses the book "Public Feminisms: From Academy to Community" edited by Carrie N. Baker and Aviva Dove-Viebahn. The book features essays by scholars in various disciplines who have engaged in feminist activism outside of academia. The essays cover topics such as using art and media to engage communities, activism and public education, public writing and scholarship, and feminist pedagogies for community engagement. The article acknowledges the importance of reaching out to diverse communities and engaging in uncomfortable conversations, but also raises questions about the potential limitations and risks of taking feminism to less sympathetic audiences. [Extracted from the article]

Objective: Social justice conversations are a space where college students wrestle with their varying and differential experiences based on their sociolocations. In this pilot study, we explored undergraduate women's experiences of themselves and others, larger social/structural forces, and their experience of critical conversations addressing racism and other intersecting oppressions. We examined if and how critical conversations generate internal critical processes. Method: The sample included 98 undergraduate women from two private women's colleges and one large state university in the Northeast; they participated in a six-session psychoeducational social justice conversations program. Participants wrote reflective narratives immediately after having a critical conversation. We used thematic analysis to extract meaning and themes to illuminate participants' experiences. Results: Four main themes interacted in synchronous and dynamic ways: critical self-awareness, positionality impacting engagement, critical social/structural awareness, and learning. Participants shifted between critical awareness of themselves, of others, and of social/structural dynamics and issues. They also zoomed in and out, navigating critical self-reflection and identity; recognizing how positionality, power, and privilege affects engagement interpersonally; and seeing connections across social/structural issues and dynamics. Conclusions: Our findings support the potential for critical dialogue to generate a synergistic process of critical reflection leading to critical consciousness. [ABSTRACT FROM AUTHOR]

The study aims to investigate English language anxiety among Mewat female ESL learners and the causes and sources of anxiety. It also seeks to investigate if the differences in their demographic profiles shape their anxiety levels differently. As the study deals with how certain independent variables (e.g. level/year of study, parents’ educational level, and their employment profile) shape the dependent variable (English language anxiety), a descriptive quantitative approach was adopted, and the Foreign Language Classroom Anxiety Scale developed by Horwitz et al. (1986) was utilized to collect the data from respondents. 214 study participants were selected through a simple random sampling method from the population of undergraduate ESL learners studying at different levels of the graduate program at Government Women’s College, Nuh, Mewat, Haryana, India. The findings revealed that the study respondents experience moderate levels of anxiety. However, their anxiety levels differ concerning different aspects/sources of anxiety. Communicative anxiety is the highest followed by classroom anxiety, test anxiety, and fear of negative evaluation respectively. One-way ANOVA analysis revealed statistically significant differences in the means of the responses of study participants based on level/year of study and parents' educational level. However, no difference of any statistical significance was found in the means of the response of the respondents based on their parents' professional profiles. The study findings would be useful in addressing anxiety, understanding its causes and consequences, and uncovering ways to help students overcome anxiety and learn English properly. [ABSTRACT FROM AUTHOR]

The article discusses the challenges faced by English departments in higher education and the concept of "big-tent English." The author reflects on the changes and restructuring at their institution and questions the usefulness of the big-tent metaphor. They emphasize the importance of strategic thinking about inclusion and exclusion in English departments and the need for alignment and common purpose within academic institutions. The author acknowledges the difficulties faced by faculty and students but expresses a commitment to continue their work. The article also references other sources, including an article on the potential consequences of criticizing tenure in academia, a chapter on digital humanities, and reports on women's colleges. [Extracted from the article]

This study examines Catholic Benedictine sisters who majored in sciences and taught science for over 100 years at the College of Saint Benedict in Saint Joseph, Minnesota, USA. In 1913, the College of Saint Benedict began as a women's college, expanding Saint Benedict's Academy, a boarding high school for women. This historical organizational case study analyzed archived data to understand the benefits and challenges of women who lived religious lives and studied science. Although women, in general, are still underrepresented in the sciences, the data collected provides information on how the sisters obtained advanced degrees as early as 1923, well before women were widely accepted in the sciences in colleges. Over time, the need for training scientists declined. The academic cooperation with the male college, Saint John's University, allowed coeducational courses, merging departments, and decreasing the need for faculty. The demand for teachers in K-12 schools also fell as choices increased for public education and some Catholic high schools closed. The sisters, however, contributed to scientific research and collaborated with scientists worldwide while living religious lives, despite the long duration of academic studies. In addition, they were role models that taught and developed science curricula at all levels and served in many leadership roles at the college and in the monastery. The legacy of the sisters in science continues, as 1800 lay women have graduated with degrees in the sciences since the start of college. [ABSTRACT FROM AUTHOR]

The article discusses a volume titled "Revisiting the Historiography of Postwar Avant-Garde Music" and its goal of providing a richer contextualization of post-war avant-garde music. The volume contains critiques and defenses of post-war avant-gardes, as well as alternative historiographies of twentieth-century musical avant-garde. The article highlights specific chapters that explore the influence of commercial recordings on mobile and indeterminate scores, revisionist discourse analysis of the writings of the original 'Darmstadt School', and the relationship between supposedly hermetic compositional practices and global empire. The article also mentions the national tensions in reception history and the impact of colonialism on European art music. The perspectives of the authors vary, but they contribute to a deeper understanding of mid-twentieth-century music. [Extracted from the article]

Wrinch managed only second-class honors on Part I. Senechal speculates that this result served as a wake-up call as, two years later, Wrinch finished Part II among the Wranglers. Senechal sees in Wrinch's devotion to the revelatory power of simplification and beauty a culture clash with biologists and chemists. Senechal recounts an apposite conversation between Bertrand Russell and the philosopher Jean Nicod, one of the students who studied I Principia Mathematica i with Russell and Wrinch in 1917. "For Beauty", I replied - "And I - for Truth - Themself are One - We Brethren, are", He said - And so, as Kinsmen, met a Night - We talked between the Rooms - Until the Moss had reached our lips - And covered up - Our names - - Emily Dickinson I I Died for Beauty i is Marjorie Senechal's enthralling biography of little-known mathematician Dorothy Wrinch (1894-1976). [Extracted from the article]

The article discusses factors that contributed to the overproduction of English Doctor of Philosophy (PhD) programs in the U.S. Topics discussed the element of self-service and self-preservation in English departments, the role of English PhD programs in helping universities compete for federal funds following World War II, and reasons for the popularity of English PhDs in the 1950s and 1960s. Also discussed are institutional factors that helped in the rise of English PhD programs.

These notes are based on an ongoing project for building an archive of a premier women's college, Miranda House (established 1948), University of Delhi. We begin with a brief overview of the processes and methodologies involved in identifying materials to shape our collection, discuss processes of cataloguing, digitization, planning digital collections and a website. Our collection lies at the cusp of being an institutional archive, women's archive, archive of college women as well as an archive for doing public history. Despite the challenges of infrastructure, trained staff, technological expertise, digital humanities offer us immensely exciting possibilities. We use social media to reach out to alumni to build our collections, social media presence to showcase our materials, digital tools to widen access, share skills and create awareness regarding the significance of archiving the history of college women. Our attempts at DH have been quite successful. However, as DH opens up a plethora of opportunities, doing digital history also has its methodological challenges as well as conceptual and financial concerns for feminist projects like ours. [ABSTRACT FROM AUTHOR]

The article delves into the rising interest in women's studies and gender issues, highlighting the societal shifts and personal experiences driving this academic pursuit. It discusses the evolution of women's studies programs, the increasing focus on inclusivity, and the interdisciplinary nature of these programs, emphasizing their relevance in addressing societal challenges, such as gender inequality and stereotypes.

In 2018, Nuh, barely 75 km from India's parliament, was ranked by the Government as the country's most 'backward' district. It is a region fraught with many challenges including endemic poverty and simmering communal tensions, which among other factors have contributed to historically limiting women from pursuing higher education or building career aspirations. While the state has attempted to correct this by building new colleges, this paper explores how women experience and navigate these college spaces. Using a critical feminist lens, it seeks to understand the social and cultural possibilities that college life and higher education have in their lives. Findings suggest that while there are major restrictions on social agency within their everyday life, college emerges as a liminal space that provides an 'escape'. The college space for these women offers possible pathways of imagination, dialogue, solidarity and support, all forming the complex matrix of their future possibilities. [ABSTRACT FROM AUTHOR]

In I Chapter 2: The Political Economy of Gender in the Halls of Ivy i , May goes further back into the history of economics. In the 1940s, the AEA increasingly presented itself as a professional organisation of academic economists and economic experts, and completed the process of establishing the independence of Economics as a field of study. With respect to Economics, May states: "This autonomy allowed economists to shape the contours of a discipline in such a manner as to emphasize the virtues of a free market while excluding women from participation in the market for academic labor." May's book addresses a gaping hole in our understanding where the role of gender in the development of economics is concerned and she makes a substantial, intriguing, and innovative contribution that deserves a broad audience, within and beyond the field of the history of economics. [Extracted from the article]

The author writes: 'When I first became interested in the history of Jesuit colleges and universities, I was surprised to learn that no single book told their collective story' (p. lx). In Part I (titled "Jesuit Higher Education in America: An Overview"), the author introduces the key terminology (pp. 3-4) and a list of Jesuit colleges and universities in the US (4-16). Of the remaining four "bases", Saint Louis University, Santa Clara University, and the first colleges in Louisiana are also treated. [Extracted from the article]

The ever-increasing demand for employees with cybersecurity and artificial intelligence expertise in healthcare technology roles has resulted in an unprecedented skills shortage. Historically Black Colleges and Universities (HBCUs) and Historically Women's Colleges (HWCs) can significantly develop under-represented and diverse talent in this field. As bio-cybersecurity concerns widen, there is an urgent need for individuals with skillsets related to the security of biological payloads and systems. In addition, the inclusion of traditionally underrepresented groups into the cybersecurity workforce is necessary to ensure the diversity of skills and security knowledge needed to combat cyberattacks. This paper will discuss how HBCUs and HWCs can contribute to diversifying the cybersecurity workforce, their role in developing artificial intelligence (AI) and bio-cybersecurity talent, and how they can provide an educational platform for new and underrepresented talent in the field. It will also address the need for experienced artificial intelligence experts, bio-cybersecurity professionals, educators, and policymakers to facilitate the integration of cybersecurity experts into the traditional biological workforce. Ultimately, this paper will demonstrate how the inclusion of diverse and traditionally under-represented individuals in bio-cybersecurity and artificial intelligence (AI) will benefit the security infrastructure of biological systems. [ABSTRACT FROM AUTHOR]

Ginling College is the first women's college founded by the American Christian Church in Nanjing, China, in the early 20th century. The architectural style of the school reflects the orientation of the "Chinese localization" of the Christian Church at that time. It is a representative work of the revival of traditional Chinese architecture. It is known as a "Renaissance of Chinese traditional architecture" and profoundly influenced later generations. Due to its important historical status and artistic value, the Ginling College complex has been designated by the Chinese government as a national key cultural relic protection unit and China's 20th-century architectural heritage, and the protection scope of the Ginling College historical district has been specially designated for overall protection. Currently, little research has been conducted on this historic area, so the authors undertook this project. This paper adopts a combination of qualitative and quantitative methods for research, starting from the two aspects of architectural art and sustainable design, and analyzes in detail the artistic characteristics of the project, the structural materials obtained locally, and the sustainable design method that utilizes natural lighting and ventilation to explore a modern campus design method based on the concept of sustainable design with a "combination of Chinese and Western architectural art". Through artistic creation and technological innovation, traditional Chinese revival architecture has realized a harmonious coexistence between man and nature, embodying the design concept of sustainable development, and promoting the development of architecture and the region. [ABSTRACT FROM AUTHOR]

Reginald Roper (1875–1950) was the first British schoolmaster to train at the Royal Central Gymnastic Institute in Stockholm. This essay traces his career at Eton College and Bedales School before examining his seminal book, Physical Education in Relation to School Life. Roper was the leading light of the Secondary Schoolmasters' Physical Education Association (SSPEA), founded to match the women's Ling Physical Education Association. The SSPEA worked with the Board of Education to provide courses and conferences, and it published lectures, pamphlets and books. Support for the association was secured from leaders in universities, schools, medicine and government; and regular advocacy in national newspapers brought the need for properly qualified physical education teachers for boys to an influential readership. The repeated call for a men's college to match the women's colleges was answered in 1933 with the opening of Carnegie Physical Training College. The contribution of Roper and the SSPEA to physical education is properly acknowledged by McIntosh (1952/68) and Smith (1974) in their text-books but a search of the literature has revealed neither an extended analysis of their work nor a modern assessment. This essay celebrates the creation of a physical education tradition for boys. [ABSTRACT FROM AUTHOR]

Finch College was a small women's liberal arts college located on the Upper East Side of Manhattan open from 1900 to 1975. The Contemporary Wing of the Finch College Museum of Art held a number of important exhibitions for conceptual art, experimental media, and film organized by the museum's curator, Elayne Varian, from 1966 to 1975. This article addresses how ideas of process, reproduction, and documentation were being reconfigured at Finch, especially in film and media art of the 1960s. Robert Morris's film installation, Finch College Project (US, 1969), is emblematic of this larger turn toward process in the visual arts; however, Varian's Projected Art exhibitions complicate our understanding of how and why artistic process became a subject of interest. In light of what Boltanski and Esquerre have recently identified as an "enrichment economy" and what feminist thinkers of the time theorized as reproductive labor, works in the Projected Art series shift attention to the reproductive labor of caring for, curating, collecting, and consuming visual art and film. I argue that Varian's exhibitions as a whole complicate our understanding of process‐oriented work during the postwar period, especially film and media that moved into gallery exhibition spaces. These works attacked the existing modes of production by turning toward process, complicating the status of photographic reproduction, and contributing their own surplus value through reproductive labor. [ABSTRACT FROM AUTHOR]

There is long-lasting horizontal and vertical segregation between female and male academics in technical fields in Finland. This article takes the lack of female academics as its starting point and focuses on a particular case in Finland: the merger of Tampere University of Technology (TUT) and the comprehensive University of Tampere (UTA), two universities which represented opposite ends in the proportion of female academics in Finland. Interviews of female academics in technical fields in the newly merged university allow studying individuals' gendered academic identity in the context of a changing organisational identification. Identity is chosen as the analytic tool to approach the interplay and disparities from organisational, disciplinary, and individual perspectives. This research demonstrates the significance of gender for disciplinary and organisational identification in technical fields and in the context of a technical university. Taking a gender-neutral approach relates to identifying with technical disciplines and rejecting identification with the new comprehensive merger university. Whereas, with a gender sensitive approach, the new university may offer more possibilities for the female academics to identify with the organisation. [ABSTRACT FROM AUTHOR]

This article investigates the information seeking behavior of mass media students at S.P.N. Doshi Women's College. The researchers employed a survey methodology to gather the necessary data for their study. A total of 145 online questionnaires were disseminated, out of these, 98 questionnaires were successfully collected and returned for analysis. The majority of the respondents (71.8%%) responded that they visit the library for self-study. Most of the respondents (72.5%) are aware of electronic information sources provided by their college. The majority of the respondents (69.2%) prefer to use books as their primary source of information. A significant portion of the participants (42.9%) indicated that they acquire pertinent information by themselves. The majority of the respondents replied that because of the non-availability of modern services and facilities, they faced problems. [ABSTRACT FROM AUTHOR]

The article offers information about the intellectual hospitality as guiding virtue in campus conversations on abortion in the U.S. It mentions the challenges faced by the bodily autonomy, the rights of women, and the dignity of human persons. It discusses that community's history of dialogue about abortion.

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In 1915 the Women’s Group of the Residencia de Estudiantes, better known as Residencia de Señoritas, opened its doors in Madrid, dependent on the Board for Expansion of Studies and Scientific Research. The Residencia de Señoritas, located in several buildings in Fortuny Street, is presented as a place of accommodation for women who came to Madrid to study in the multiple centers of the capital or to expand their culture and as a means of intellectual and moral formation. The success of the Residencia, run by María de Maeztu, is immediate, and since 1919 it establishes contacts with the International Institute for Girls in Spain, an American missionary institution dedicated to the education of women. This relationship will give rise to an interesting flow of exchanges which draws a model of women student relations between Spain and the United States profoundly original and unparalleled. The aim of this contribution is to show the pioneering exchanges of university women between the Residencia de Señoritas and the most relevant women colleges of United States. In the study it has been used primary documentation of the Archive of the Residencia de Señoritas, deposited in the Ortega y Gasset-Marañón Foundation, hemerographic sources and complementary bibliography. The main conclusion is that since 1919 there was an innovative policy of exchanges of university women from Spain to United States and vice versa, very enriching intellectually and humanly, which will not be repeated until the most advanced post Francoism. [ABSTRACT FROM AUTHOR]

She carries it forward through discussions of women's dormitories at coeducational colleges, the residential college system, high-rise student housing, and the academic villages built in the late 20th century to counteract the impersonality of higher education for the masses. Many colleges and universities hired specialists to take responsibility for the non-academic lives of their students. American colleges and universities have always participated in the economic, political, and social life of the nation. [Extracted from the article]