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= RAHS Note Page =

Source
McGuire, Patricia. "Three cheers for a school of their own." //U.S. Catholic//. 01 Sep. 2003: 24. //eLibrary//. Web. 04 May. 2010.

http://elibrary.bigchalk.com/elibweb/elib/do/document?set=search&dictionaryClick=&secondaryNav=&groupid=1&requestid=lib_standard&resultid=1&edition=&ts=16FBB261A058EAD32E7B46F43A4F5691_1272984349945&start=1&publicationId=&urn=urn%3Abigchalk%3AUS%3BBCLib%3Bdocument%3B82942519

Summary/Direct Quote
Numerous studies find that girls' schools and women's colleges, compared to coeducational environments:
 * offer female students more opportunities for leadership;
 * insist that girls and women discover "their own voices" and speak out often;
 * promote greater female achievement in math and science;
 * foster greater interest in lifelong education;
 * provide significant role models of women's achievement for students to emulate;
 * have a higher rate of completion of bachelor's degrees;
 * lead to higher percentages of Ph.D. attainment and proportionately more women graduates working in Fortune 500 executive positions.

Second, in response to the argument that women need to learn to compete with men in order to be successful in life, women's schools cite the track records of their graduates in the coed workplace: 20 percent of the women in Congress are graduates of women's colleges, as are 33 percent of the women on Fortune 1000 boards and 36 percent of the highest paid women officers of those companies, according the Women's College Coalition. Women's college graduates are twice as likely as their counterparts in coeducational universities to receive doctoral degrees or to enter medical school.