Women see benefit of female schools

Compared to the glory days of the 1960s and ’70s, women’s colleges across the nation have watched their popularity plummet. But with a renewed interest and increased enrollment in recent years, things are starting to look a little brighter, and Stephens College is reaping the benefits.

Creating that change has not been easy. Stephens, like other women’s colleges across the country, has gone into survival mode by implementing a five-year Renaissance Plan: changing curriculum, focusing on strengths and eliminating majors with little interest.

“Previously we were offering majors that were not historically strong at our college,” said Stephens President Wendy Libby. “We have put more emphasis on things people have traditionally associated with us — fashion design and the performing arts, which 75 percent of our students study.”

Susan Lennon, director of the Women’s College Coalition in Washington, D.C., said this is a national trend.

“I think you will find at every institution they have to be competitive, compelling, market-responsive and sustainable,” she said.

Lennon also thinks increased enrollment can be credited to women recognizing the benefits of attending a female institution again. More than 40 years ago, women usually didn’t have a choice, because most colleges were single-gendered. But when schools like Yale and Princeton opened their doors to women in 1969, they had more options.

“All of a sudden, the market changed for young women who wanted to go to college,” Libby said.

Now, some students are finding their way back to single-gendered institutions like the College of St. Catherine in St. Paul, Minn., where Lennon said recent campaigns have sent enrollment numbers off the charts.

“Women are starting to understand the merits of a women’s college education,” Lennon said.

Libby said that along with its Renaissance Plan, Stephens also focuses on educating women in the ways they best learn. According to the September 2002 publication of the College Student Journal, women prefer an abstract learning style where many reading assignments are used, materials are organized and the instructors demonstrate their knowledge.

For women interested in pursuing math, science or engineering, Lennon said a women’s college may be the best choice.

“If you look at how girls learn math and science, they get turned off to it,” she said. “But that’s the beauty of a women’s college. It’s the overall environment that has to do with the way women work.”

Although things are looking better, three women’s colleges became coeducational institutions this past year, leaving 60 women’s colleges left in the country. But Lennon said it’s not about the numbers.

“It’s about women’s colleges continuing to adapt and thrive as they effect their mission to educate women,” she said.

Facing the decision of becoming coeducational is no stranger to Stephens. But Libby said the college thought it would be best to stick with what Stephens is historically strong at — educating women.

In the 1970s, Stephens began admitting men to study theater and dance as apprentices to the program.

“The men are not admitted as women are,” Libby said. “They’re apprentices to the program. Even though they get a Stephens degree, they don’t have as much flexibility as to how they will pursue their education.”

These limitations allow Stephens to remain a women’s college while still having 12 men in its performing arts program.

“It’s hard to run a theater and dance program without guys,” Libby said.

Libby said the college is on schedule with the plan, which started two years ago, and is pleased with its progress.

“Our freshmen enrollment is up nearly 30 percent and annual giving from our alumni and friends is up 40 percent,” Libby said.