Running head: THE PUSH FOR A REVOLUTION

The Push for a Revolution: The Launch of Coeducation at Davidson College Sara Beth Jones Queens University of Charlotte sara.jones@qmail.queens.edu

THE PUSH FOR A REVOLUTION The first women to attend colleges and universities in America were not given the same privileges and opportunities their male counterparts received. These women were permitted to attend class but with no chance for a degree. That changed when Oberlin College in Oberlin, Ohio, and a few other small colleges, first allowed women to take full part in the college experience (Rosenberg, 1988). Coeducation was believed to be an essential precondition of womens emancipation from her separate sphere (Rosenberg, 1988). These leaders believed that with coeducation came intellectual emancipation and sexual well-being (Rosenberg, 1988). Davidson College in Davidson, North Carolina was one of the schools that remained all male until 1973. Even though it was slow to happen, the Davidson College community benefitted from the admittance of females into its student body. The process of change brought the institution to the solid coeducational institute that it is today. Davidson College was created by the Concord Presbytery in 1837 with 64 male students

beginning classes that fall inas a place where young men could secure an education (Grotjohn, 2006). The college opened as a manual labor institute with only three professors who taught classes including philosophy, religion, classical languages, and mathematics. In 1840, 11 male students received their diplomas as the first graduating class of Davidson College (Grotjohn, 2006). For the next 134 years, the graduating class would remain solely male (Grotjohn, 2006). First Signs of Coeducation According to the Davidson Encyclopedia, as coeducation increased nation-wide Davidson began accepting women for enrollment in the 1860s to make up for the loss of male students from the Civil War draft (Hamrick, 1998). At this time, the only women who were qualified to enroll at Davidson were faculty daughters and qualified ladies from the town,

THE PUSH FOR A REVOLUTION including the daughters of Davidson's President John Kirkpatrick (Hamrick, 1998). Women

enrolled were allowed to attend classes to earn credits, but they were not given the opportunity to earn a degree or participate in any extracurricular activities through Davidson. As a result, most of the women transferred their earned credits from Davidson to all girl schools, primarily Salem College or Queens College, to complete their degree (Hamrick, 1998). First Strides for Coeducation Although women were allowed to enroll in classes at Davidson in the 1860's, true efforts for coeducation did not come until the 20th century. The first mentions of coeducation are documented in the newspaper written by college students, The Davidsonian; Vo LXI No Sixteen contained a progress report on campus issues, documenting the first discussion of coeducation (Wilson, 1972a). As a result, College President Samuel R. Spencer Jr. agreed to make a recommendation to the trustees in May of that same year (Wilson, 1972a). The article went into further detail explaining that the Education Policy Committee (EPC) was investigating the feasibility of coeducation being incorporated at Davidson (Wilson, 1972a). During the same academic year, a petition started to circulate among the Davidson students, expressing the belief that: We the undersigned feel that we cannot conscientiously give Davidson College a strong recommendation to prospective students as long as it maintains its all male status (Roymeyn, 1972a). Ken Fabert, Tom Scarritt, and Scott Buell created the petition with the belief that it was the responsible approach instead of demonstrating for example (Roymeyn, 1972a). Fabert stated, Were not trying to mess anything up (Roymeyn, 1972a). The petition was aimed at the Admissions Office and its director Edmunds White. White viewed coeducation as something he had no control over and felt he was required to support the trustees

THE PUSH FOR A REVOLUTION views (Roymeyn, 1972a). On January 28, 1972, the date the paper was issued, a poll of approximately 100 freshman showed the opinion of coeducation as divided, a slight majority feel that the petition would have little effect upon the administrators thinking (Roymeyn, 1972a).

On February 11, 1972 Vol LXI, No. Eighteen of The Davidsonian was released. Assistant Professor of Biology David C. Grant created a graph for the paper that displayed the number of all male institutions in America dropping at a rapid rate (Brown, 1972). Results from polls and questionnaires were reported about the possibility of incorporating coeducation at Davidson showing that 90 percent of the respondents were in favor of coeducation (Brown, 1972). Some 891 questionnaires were distributed and more than 60 percent of the questionnaires passed out to students were completed and returned (Romeym, 1972b). These results, unlike the previous poll taken just weeks before, showed that percent of the students thought that coeducation would increase the academic standard at Davidson (Roymeyn, 1972b). One huge finding from the questionnaire was that a large majority felt that coeducation would not cause an unhealthy increase in sexual relations and instead students would become less preoccupied with sex and be able to establish meaningful relationships with women (Roymeyn, 1972b). According to The Davidsonian on April 14, 1972 the faculty of Davidson approved the LPC proposal for coeducation (Hoon, 1972). The College President Samuel R. Spencer Jr. stated, I want to compliment both the Patterson and Davidson subcommittees for a very thorough study. They turned out a proposal which was both logical and flexible enough to be adjusted to fit challenging conditions in the future (Hoon, 1972). The proposal would then go before the Board of Trustees for the final vote that May.
Comment [n1]: A word seems to be missing here perhaps a number.

THE PUSH FOR A REVOLUTION The Launch of Coeducation The headline of The Davidsonian Vol LXI, No. Twenty-seven on May 5, 1972 read, Trustees Give Unanimous Approval For Immediate Acceptance Of Codes (Wilson, 1972b). The bold headline set the stage for the rest of the article, which demonstrated excitement for the approval as well as the next steps that would happen immediately thereafter. The trustees were pleased that the proposal was a set of goals and not commitments to any specific rates or numbers, and that they had the authority to call a halt to coeducation at any point (Wilson,

1972b). As of that time, 60 females had already inquired about enrollment in Davidson (Wilson, 1972b). First admission preference went to junior transfer students due to the fact that they were older and ready to chose a major that Davidson offered (Wilson, 1972b). According to Davidson archives, just one year after the coeducation proposal was approved, Missy Boaz Woodard was the first woman to graduate in her class of 217 in 1973 (Schmeidel, 2010). Current Status of Coeducation Currently, Davidson continues to be a solid coed institution. According to its website, the overall student body has 886 women and 856 men ("Davidson college," 2011). Hence, the females occupy 50.9% of the student body and the males 49.1% ("Davidson college," 2011). The class of 2013 has 257 females enrolled compared to 239 males enrolled ("Davidson college," 2011). Over the last four decades Davidson has gone from a college that admits women to study with its men to a college that includes more females than males in its student body. In a recent interview, current Associate Dean of Students, Dr. Patty Perillo, stressed two areas of importance in Davidsons coeducation (P. Perillo, personal communication, February 24, 2011). One area revolved around the idea that the College has broadened its reach
Comment [n2]: This source needs to be listed in the references as well.

THE PUSH FOR A REVOLUTION in terms of access. The opening of doors to women allows for more participation in this extraordinary learning opportunity (P. Perillo, personal communication, February 24, 2011). While the other area discussed was learning theory informs us that students learn most effectively in diverse environments (P. Perillo, personal communication, February 24, 2011). Throughout the interview, the topic continued circulating back to the theme that Davidson

created a better opportunity for all with the inclusion of female students into its student life. She concluded by saying that Davidson has nine varsity sports for females including basketball, cross country, field hockey, lacrosse, soccer, swimming and diving, tennis, track and field, and volleyball further exemplifying the continual presence and influence of female students on campus (P. Perillo, personal communication, February 24, 2011). The three Davidson students who came up with the initial jolt delivered to the administration explore the possibility of allowing women to enroll full time at the college were not trendsetters. They were, however, a guiding light in a process and decision that left Davidson College forever different. Currently, according to United States Department of Education, there are more thanover 6,900 postsecondary institutions in the United States (U.S. Department of Education, 2011). There are only 6 all male postsecondary institutions which is a number that none of the leaders of the womens rights movements of the 19th century thought would be achieved (U.S. Department of, 2011). The issues of coeducation are now a mere afterthought and the majority of people associate the college experience as a coeducational environment. Clearly the struggle that took place over the last century was more than worth it and the college student life is all the better for it.

THE PUSH FOR A REVOLUTION References Brown, D. (1972, February 11). EPC study shows decline in all-male institutions to 37. The Davidsonian, LXI(18), p. 1. Retrieved from http://library.davidson.edu/archives/davidsonian/PDFs/19720211.pdf Davidson college. (2011). Retrieved from http://www.collegedata.com/cs/data/college/college_pg01_tmp1.jhtml?schoolId=895 Grotjohn, M. (2006). Davidson college timeline. Retrieved from http://www.davidson.edu/administrative/library/archives/davidson_timeline.asp Hamrick, J. (1998, October 18). Coeducaition. In Davidson Encyclopedia. Retrieved from http://library.davidson.edu/archives/ency/coed.asp Hoon, A. (1972, April 14). Faculty approves EPC coeducation proposal. The Davidsonian, LXI(24), p. 1. Retrieved from http://library.davidson.edu/archives/davidsonian/PDFs/19720414.pdf Romeyn, R. (1972, January 28a). Admissions staff presented with coeducation petition. The Davidsonian, LXI(16), p. 1. Retrieved from http://library.davidson.edu/archives/davidsonian/PDFs/19720128.pdf Roymen, R. (1972, February 11b). Students favor coeducation. The Davidsonian, LXI(18), p. 1. Retrieved from http://library.davidson.edu/archives/davidsonian/PDFs/19720211.pdf Rosenberg, R. (1988). The limits of access the history of coeducation in america, pp. 107-129. Retrieved from http://beatl.barnard.columbia.edu/learn/documents/coeducation.htm Schmeidel, S. (2010, July 28). In memoriam: Missy Boaz Woodward '73, first woman to graduate from davidson. In Davidson. Retrieved from http://www3.davidson.edu/cms/x40309.xml

THE PUSH FOR A REVOLUTION U.S. Department of Education. (2011). Database of accredited programs and institutions. Washington, DC: Retrieved from http://www2.ed.gov/admins/finaid/accred/accreditation_pg4.html#Diploma-Mills

Wilson, R. (1972, January 28a). Progress reports on campus issues. The Davidsonian, LXI(16), p. 1. Retrieved from http://library.davidson.edu/archives/davidsonian/PDFs/19720128.pdf Wilson, R. (1972, May 5b). Trustees give unanimous approval for immediate acceptance of codes. The Davidsonian, LXI(27), p. 1. Retrieved from http://library.davidson.edu/archives/davidsonian/PDFs/19720505.pdf

THE PUSH FOR A REVOLUTION COMM 320: Communication Research Methods Historical Research Paper Grading Rubric Introduction Was the opening engaging? Was the topic clearly and directly introduced? Was the thesis clear? 14/15 Body Was the information well organized? Were sub-headings used? Was the information relevant? Was the story well told? 28/30 Conclusion Was there a good summary? Was there a discussion of the implications of understanding this history? Was there an appropriate close to the paper? 17/20 Mechanics good flow of writing, reasonable free of grammar, spelling, and punctuation errors 15/15 Citation proper use of APA style, at least 5 appropriate primary sources

20/20

Comments: Sara Beth, This was a very interesting story and very well written. Your research seems to be quite thorough and your use of primary sources, adequate. A job well done.

TOTAL:

94/100

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