Forty Years: The History of Women at Bowdoin

A Class Project of GWS 280 - Fall 2011

  • Prehistory
  • Process
  • Curriculum
  • Athletics
  • Extracurriculars
  • Social Life & Fraternities
  • Women’s Resource Center
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Report of C.E.P. Sub-committee on Coeducation

During the late 1960s and early 1970s, many single-sex colleges across the country began to consider transitioning into coeducational institutions. In 1969, Bowdoin became one of twelve colleges to participate in a Twelve College Exchange program that allowed male and female students to spend a semester to a full year studying at a college from which their sex had previously been excluded. Through the exchange program, the colleges involved hoped to learn more about the changes that would occur and the new facilities and/or provisions that would be necessary for the admission of predominantly female students, but in general, students of the opposite sex. Bowdoin considered and evaluated the many modifications required as a result of women’s potential admission by forming various sub-committees within, for example, the Committee on Preparatory Schools and Admissions, the Committee on Student life, and notably, within the Curriculum and Education Policy Committee (C.E.P.).

The report presented here (Document, SW, 31) is from the C.E.P. subcommittee on Coeducation. It addresses the general and specific curricular implications the entrance of women to Bowdoin could have based on the subcommittee’s reviews of “extensive reports prepared by the faculty and administrative groups at Kenyon, Vassar, Wesleyan, Williams, and Yale,” institutions that were all coeducational by 1970 and some of whom were members of the College Exchange.

According to this report, the C.E.P. subcommittee on Coeducation favored the admission of women to Bowdoin, asserting that women, “as students and as faculty” would “improve and enrich the cultural and intellectual climate of the College.” With regards to curricular implications, the subcommittee claims that, despite the finding that “girls do not necessarily ‘bunch up’ in the humanities courses and avoid the natural sciences,” it still might be necessary to give “wider offerings in music, art, and languages” and provide an “extension of the offerings in psychology to meet the interests of women in child development and clinical psychology.” In addition, they state that greater demands may be made on the faculty based on the evidence that “academically able women” are often very interested in independent study

Report of C.E.P. Sub-committee on Coeducation

Report of C.E.P. Sub-committee on Coeducation

Filed Under: Curriculum, Documents Tagged With: CEP, Coeducation, Curriculum and Education Policy, Report, Sub-committee on Coeducation, SW31

Memorandum to President Howell

In considering the transition to coeducation, colleges and universities around the United States began to reflect on the many changes that would occur or be required in admitting the “opposite sex”. Prospective changes included those to living facilities and dormitories, dining halls, infirmary and athletic buildings, and notably, college curricula. Bowdoin addressed the anticipation of women entering the student body by creating an Ad Hoc Committee on Coeducation. The role of the subcommittee was to examine the various changes within the aforementioned areas that would result due to women’s admission.

Like many of its collegiate and university counterparts, Bowdoin anticipated specific curricular modifications that the entrance of women would necessitate. On August 26, 1970, the Ad Hoc Committee wrote this memorandum (Document SW, 32) to President Howell to discuss the introduction of 300 undergraduate women in two stages, and in particular, to address the changes for both faculty and staff, and academic buildings they felt the entrance of women would require.

Akin to the views of other higher educational institutions at the time, the Ad Hoc Committee asserts that an increase in faculty members was not initially necessary. Rather they contend that a greater monitoring of the curriculum provisions by the Curriculum and Education Policy (C.E.P.) committee is needed since they believe the admission of women would lead not only to a general “inflation in course offerings” but also to the reduction of various academic departments such that “others (presumably those who course offerings are most relevant to women undergraduates) [would be] permitted to expand.” The Ad Hoc Committee also suggests the expansion of the current art instruction facilities is “advisable” regardless of the introduction of women but “imperative” given their anticipated admission.

SW32 - Page 1 - Memorandum to President Howell
SW32 - Page 1 - Memorandum to President Howell
SW32 - Page 2 - Memorandum to President Howell
SW32 - Page 2 - Memorandum to President Howell
SW32 - Page 3 - Memorandum to President Howell
SW32 - Page 3 - Memorandum to President Howell
SW32 - Page 4 - Memorandum to President Howell
SW32 - Page 4 - Memorandum to President Howell
SW32 - Page 5 - Memorandum to President Howell
SW32 - Page 5 - Memorandum to President Howell

Filed Under: Curriculum, Documents Tagged With: 1970, Ad Hoc Committee on Coeducation, CEP, Curriculum and Education Policy, Memorandum, President Howell, SW32

Categories

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    • Oral History Interview (1)
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