The Effect of Coeducation on Trinity College Devon MacGillivray

Purpose of Research: “In coeducational institutions, the gender demographics affect campus climate outside of the classroom, as well as inside of it; it is important to investigate how coeducation of women affected the gender demographics of student majors, by potentially further developing female-dominated majors, or bridging the gap to male-dominated fields.”

Admitting women would “be continuing [Trinity’s] tradition of undertaking whatever actions are necessary to protect its excellence.” - Dean Robert Fuller (1968)

Allowing women to apply to coed colleges brought a greater pool of more qualified applicants By only accepting the “more qualified” applicants, regardless of sex, colleges were able to improve the academic quality of their institutions Fuller, Robert. "The Admission of Women Undergraduates to Trinity College." Print.

“Department of Education statistics show that men, whatever their race or socioeconomic group, are less likely than women to get bachelor’s degrees – and among those who do, fewer complete their degrees in four or five years. Men also get worse grades than women…faced with applications and enrollment numbers that tilt toward women, some selective private colleges are giving men a slight boost in admissions” – Tamar Lewin Lewin, Tamar. "At Colleges, Women Are Leaving Men in the Dust." New York Times. 9 July Web..

On a spreadsheet given to me by James Hughes I am able to see how the statistics of each major has changed since 1989 Though the earliest year give is 20 years after the coeducation of Trinity, inferences can be made about how the data has changed

Data shows that the once “male-dominated” majors have either become equally proportionate male : female, or have showed a progression to being so This equalization of majors has also shown to be effective in equalizing the workforce, statistically speaking