View original document

The full text on this page is automatically extracted from the file linked above and may contain errors and inconsistencies.


For sale by the Superintendent of Documents, U.S. Government Printing Office
Washington, D. C. 20402 - Price 20 cents



Pamphlet 10

September 1966

U.S. D E P A R T M E N T OF L A B O R : W. Willard Wirtz, Secretary
WOMEN'S BUREAU : Mary Dublin Keyserling, Director


The rising aspirations of modern women are reflected in the growing
demand for continuing education programs that meet the special needs
of women in their middle years. Whether they wish to update their
skills before reentering the, work force or rekindle dormant intellectual
interests, more and more adult women are making the effort to resume
their formal education. They are well aware of how strategic a role
education can play in helping them to develop their potentialities and
heighten their contributions to society.
Inquiries received by the Women's Bureau about continuing education programs for women come primarily from mature women and
college educators and administrators. Women want to know what
special educational programs are available in their area. Educators
seek background information that explains women's interest in and
need for special programs and describes what other educators are doing
to aid them.
This report has been prepared, therefore, primarily for these two
groups. If it can help acquaint more adult women with the special
programs now being offered and stimulate additional colleges and universities to respond to the special educational needs of mature women,
all members of our society will be the beneficiaries.


Director, Womerts Bureau


Ackno wledgments
The Women's Bureau wishes to acknowledge with sincere appreciation the many colleges and universities that supplied information for
this publication. Special appreciation is extended to the American
Association of University Women for making pertinent information
available from its files.
Credit is due Reni Photo for the illustration on page 7.
This report was prepared by Jean A. Wells, Special Assistant to
the Director. It supersedes the statement "Why Continuing Education Programs for Women?" issued in 1963.



New Action for New Needs
Reasons Behind the Return to College
Rising Job Interest of Adult Women
Educational Services Requested
Examples of Educational Programs
Special Degree Programs for Adults
Value of Continuing Education Programs
A. Schools With Special Programs or Services jfor Adult
Women, by State
B. Selected Readings




"The underutilization of American women
continues to be the most tragic and the most
senseless waste of this century. It is a waste
that we can no longer afford. Our economy is
crying out for their services . . . .
"The requirements in these fields [certain
professional fields] alone will be 110,000 additional trained specialists every month for the
next 10 years. That requirement cannot be met
by men alone, and unless we begin now to open
more and more professions to our women and
unless we begin now to train our women to enter
those professions, then the needs of our Nation
just are not going to be met."
Lyndon B. Johnson
February 28, 1966



Many mature women who want to return to school or work after a
period devoted to homemaking are voicing a desire to refresh and
update rusty skills learned 10 or 20 years earlier. Changing interests
and needs of these women are raising questions aboiit the adequacy of
education programs available in many colleges and universities today.
Are teaching methods and courses designed for girls in their late
teens satisfactory for women in their thirties and over? Could
refresher and updating courses be offered by mortf schools? Could
more classes be scheduled at times when children are in school or
when some family member other than the mother is* at home? Have
sufficient counseling and financial services been established to help
encourage mature women to return to college? ]fn general, is the
traditional pattern of 4 years of continuous study—established in
colleges and universities more than one hundred years ago—really
appropriate for the activities and requirements of modern adult
women ?

The President's Commission on the Status of Women highlighted
the value of continuing education for mature women in its report,
"American Women." As one of its major* recommendations, the
Commission urged a comprehensive program of continuing education
geared to the individual woman's needs.
The State commissions on the status of women, which have been
established in 48 States and the Virgin Islands, also have pointed to
gaps in educational opportunities for adult women. Their recommendations cover numerous types of suggestions but generally focus on
ways of increasing the availability, suitability, and visibility of higher
education programs to meet the special needs of mature women in
their State.


Mounting evidence confirms the need to reexamine current curriculums and services of higher educational institutions to learn
whether more should and could be done in the light of recent
social and economic developments. The evidence consists of (1)
demographic and economic statistics that describe some of the recent
developments, (2) growing demand by mature women for appropriate
consideration of their needs, and (3) experimental programs
being established by more and more colleges and universities. The
importance of new action to match new circumstances is further
emphasized by forecasts of growing demand for skilled and educated

The U.S. Office of Education reports that in the fall of 1965 the
number of wTomen college students enrolled in degree courses was
2,174,000—about three times greater than in 1950. During this
period, the population of girls aged 18 to 21 increased only one-third.
There is no doubt that many of the women students in 1965 were
over 35 years of age.
The rising interest of mature women in returning to college is
related in part to the greater desire of men and women in all age
groups to develop their understanding of the complexities of modern
life. There is widespread realization that additional education can
bring deeper personal enrichment as well as job skills useful in the
working world.
Various demographic factors also help to explain the great interest
of mature women in college attendance in the United States. And
they indicate why the interest is even greater among women than
among men over 35 years of age. These factors include women's
early age of marriage (median of 20.6 years in 1965), the frequent

changes in women's pattern of living, and their lengthened lifespan
(an increase of 25 years between 1900 and 1964).
Significant numbers of women students leave college before they
graduate in order to work and help finance the education of their
husbands or to care for their homes and children. Studies that trace
college freshmen from initial enrollment through graduation are not
available, but other statistics shed some light on'the extent of their
retention in school. According to the U.S. Office of Education,
women first-time college enrollees in the fall of 1960 numbered
300,943 at 4-year colleges and 86,106 at 2-year colleges. However,
only 197,346 women earned a bachelor's degree during the school year
1963-64. (A similar decrease occurred in the number of men:
First-time enrollees in the fall of 1960 totaled 413,497 at 4-year colleges
and 129,277 at 2-year colleges, but there were only 263,121 baccalaureate
graduates in 1963-64.)
True dropout rates cannot be calculated from these figures because
many of the freshmen were part-time students, some were enrolled
in 5-year programs, and others terminated their schooling after
graduating from a 2-year college. Nevertheless, it is significant that
the number who graduated is much smaller than the number who
enrolled in college 4 years earlier. Thus it is evident that many of
the women who did not graduate are potential "returnees" during
their mature years.
When home and family responsibilities lessen, a considerable group
of women find they have time to resume formal education. Freed
from many housekeeping chores by modern inventions and discoveries,
some are interested in returning to school for cultur al or social reasons.
Others wish to attain a higher degree, to update their professional
skills, or to prepare for reentering the work force. Refresher courses,
as well as courses that are completely new, can update job skills made
obsolete by technological, scientific, or other advances.

The tremendous rise in the number of mature women who are working outside the home is well documented by labor force statistics issued by the U.S. Department of Labor. The stimulus for many of
these'women is a desire to supplement family income—to help send
children to college, buy a family home, or pay doctor bills. Those who
are divorced or widowed often must work to support themselves and
others. The recognized need for the services of educated and talented
persons in a variety of challenging occupations is attracting other
women into the work force.

239-357 0—67



In 1965 there were a total of 26.6 million working women, as contrasted with 18.7 million in 1950. Almost three-fifths of the 8 million
increase was attributed to the larger number of women in the population ; more than two-fifths of the increase, to the greater tendency of
women to enter the work force.
Further analysis reveals that 6 million of the 8 million additional
women workers were 35 years of age and over. In fact, the median
age of all women workers rose from 37 years in 1950 to 41 years in
1965. The sharpest gain was recorded in the group of women 45 to
54 years of age. Within this age group the proportion engaged in paid
employment rose from 25 percent in 1940 to 37 percent in 1950 and to
50 percent in 1965. Gains also were reported in work force participation among both women who were slightly younger and those slightly
older than this group, but those changes were not so spectacular.
The chances that a woman will obtain a paid job can be expected to
increase with the level of her formal education. According to a 1965
survey made by the Bureau of Labor Statistics, the proportion of women at work outside the home was almost three-fifths among those with 4


years or more of college. In contrast, it was just over two-fifths
among high school graduates with no college training and less than
one-third among women who had left school after the eighth grade.
As the level of formal education continues to rise throughout the country and greater numbers of women attend college, the group of women
who seek paid employment in the future probably will expand. And
since education and employment appear to exert: reciprocating influences, we can expect the number of mature women attending college
to continue to rise.

Firsthand reports of the educational interests and problems of adult
women are available in two questionnaire surveys conducted by the
Women's Bureau. Both were followup studies of women who had
been out of college for some years.
The more recent of these surveys was conducted in 1964 among women who had graduated from college in June 1957.1 Their interest in

"College Women Seven Years After Graduation: Resurvey of Women Graduates!—Class
of 1957." Bull. 29>2. Women's Bureau, U.S. Department of Labor. 1966.


both continuing education and paid employment was exceedingly
high—both among the 51 percent in the wort f o r c e m
the 49 percent out of it. Of the total group,almost three-fourths said
they were planning to enroll in an educational or a training course in
the future. Of these, more than half were motivated by job-connected
reasons and the others, by cultural or personal interests. Although 46
percent of the June 1957 women graduates had taken at least one
graduate or professional course in the 7-yeaf period after graduation,
few commented on the adequacy of their educational opportunities or
suggested improvements.
More revealing clues to the educational experiences of adult women
were provided in the Women's Bureau exploratory survey among
women who had been out of college for 15 years.2 As most of this
group had children in school, many were a* an age when they were
thinking of changing their pattern of living When surveyed, about
one-third of the group were employed and 5 out of 6 of the remainder
indicated interest in future employment. ]\Ianv also expressed a desire for additional education and training, particularly for university
courses that would prepare them for teachingOf the women with recent experience in i-iniversity courses, significant numbers were critical of those with methodology and content directed at teenagers. Such courses do not satisfy women with considerable life experience. Other women had di fficulty in locating classes
that reviewed and updated basic information in their fields of interest.
Reporting that the hours offered by local colleges were not convenient for them, some mothers wanted courses scheduled when they were
not caring for their children. They preferre ;d to attend classes during
daytime school hours, in the evening, on Sat urday, or in the summertime. Some alumnae also expressed an inte r e s t in accelerated courses
when they were preparing for employment. Time schedules arranged
nrincinallv for voun^ qeoRle sometimes rr *ade them impatient.
The most frequent request of the surveyed alumnae was for individual counseling by qualified persons, that is, by those competent to
advise them about their educational and employment plans. College
counselors who necessarily spend most of their time working with
teenagers often do not realize the special problems associated with
continuing family responsibilities and reentry into the labor market
at a mature age. The alumnae also felt that many of their counselors
were not aware of existing services and facilities that could help in
solving their problems.
"15 Years After College—A Study of Alumnae of the Class of 1945."
Women's Bureau, U.S. Department of Labor. 1962.


Bull. 283.


The various suggestions and criticisms made by these college alumnae
shed light on the special interests of mature women in continuing their
education. The responses also raise doubts about the adequacy of many
courses and services now available to mature women in colleges and

The forerunners of the so-called "continuing education programs
for women" were the courses instituted following World War II. College graduates with a background in liberal arts were given intensive
courses in education leading to teacher certification. Some colleges
and universities also scheduled refresher courses for professional
But the continuing education programs developed for women in the
1960's acquired some interesting new features. Although generally
not all offered by the same college or university, some of the principal
features are: limited course loads in degree or nondegree programs,
flexible scheduling of classes at hours convenient for housewives, liberal provision for transfer credits, educational and employment counseling, financial assistance for part-time study, nursery services, and
job placement or referral services.
In 1960 the University of Minnesota formally organized a facility
specifically committed to making the resources of the university more
efficiently and effectively useful to adult women. Now called the Minnesota Planning and Counseling Center for Women, it highlights individual counseling and information services for women at all levels of
education. Women are referred to both educational and employment
opportunities throughout the local metropolitan area. This comprehensive program also encompasses scholarship aid for adult women,
nursery facilities, and job placement services. (See page 19.)
Comprehensive programs of continuing education for mature
women are offered also by Oakland University (Michigan), the University of Michigan, the University of Wisconsin, and Washington
University (Missouri).
Sarah Lawrence College (New York) in 1962 initiated a program
especially for adult women who wish to resume an interrupted college
education on a part-time basis. The women are provided counseling
assistance and refresher courses prior to admission as degree candidates. The enthusiastic response to this program stimulated the establishment of part-time arrangements for graduate study also. In


cooperation with other universities, the college has arranged for parttime study programs leading to a master's degree in social work,
library science, or early childhood and elementary education. (See
page 23.)
Other colleges with continuing education programs designed especially for adult women who wish to complete (or start) their
undergraduate education include Lindenwood College for Women
(Missouri), Santa Monica City College (California), Tift College
(Georgia), and the University of Pittsburgh (Pennsylvania).
General orientation workshops or courses have been developed by
various colleges and universities in response to demand from adult
women interested in entering or reentering the work force. These
courses typically provide guest lectures on careers, information about
educational courses and volunteer work, counseling on both a group
and an individual basis, and placement assistance. Among the schools
offering this type of continuing education program are Barnard Col-


lege (New York), George Washington University (District of Columbia), Hofstra University (New York), Mon terey Peninsula College
(California), Portland Community College. (Oregon), State University Agricultural and Technical College (New York), the University of Akron (Ohio), the University of California at Los Angeles,
and the University of Washington.
The Radcliffe Institute (Massachusetts) seeks highly qualified
women, particularly those with doctorates, a nd provides generous financial assistance so they can combine a period of creative study with
homemaking. Its expanded program also includes weekly seminars
for adult women, a guidance laboratory, and a research program.
In addition, many other colleges and universities a rev attempting
to meet specific educational needs of their alumnae, as well as of other
women living in their area. A partial list of colleges and universities
with special programs or services for wome>i lias been compiled by
State and is shown in appendix A. A suggested reading list about
some of these programs and related matters appears in appendix B.

In other experiments now underway, innovations in curriculums
and educational practices are being developed through degree programs especially for adults. The need for a new approach results
from the increasing number of mature men and women who want to
work toward a degree but whose lives are not geared to regular class
room and credit hour requirements.


Degree programs designed for adults often include several of the
following features: short-term residence requirements, independent
study, credit for life experience, seminars, correspondence study, taped
lectures, and programed learning. Some of the schools with this type
of program are Brooklyn College (New York), Goddard College
(Vermont), Mundelein College (Illinois), P a c i f i c Oaks College (California), Roosevelt University (Illinois), Syracuse University (New
York), and the University of Oklahoma.

Support of continuing education programs for women is consistent
with the principles of our democratic society th£t foster freedom of
choice and personal fulfillment. Such programs help make it possible for women to engage in activities that use their individual abilities
and energies. Women need opportunities to satisfy their yearning for
self-development and expression. They want mc>re college education
either to expand intellectual interests or to prepare for employment.
Increased educational opportunities for mature women may bring
numerous rewards. These rewards can extend beyond individual satisfaction to society at large. Economic forecasts indicate that the talents
and energies of educated men and women will h- needed urgently to
help our country grow and to provide a better life for all our citizens.
If mature women are to be active and responsible participants in
tomorrow's world, however, new responses must ibe made to changing
social and economic developments. Mature wome n who find they have
more free time and want to share in the excitemen t and responsibilities
of the economic world need to be able to obtain s suitable occupational
skills. As the number who return to college an d work continues to
rise, they need to make known their interests i n and their requirements for education ancl training.
University and college officials, in turn, need to review their current
curriculum offerings to be sure that education is available to mature
women at suitable times and places and in a manner appropriate to
adult experience and patterns of life. These officials also need to
understand how important is the establishment of a special educational
facility or service for mature women. Whether they involve refresher
courses, a counseling service, financial assistance, or some other form
of special sendee, such programs demonstrate active support and encouragement of continuing education for women.

230-357 0-67-


Schools With Special Programs or Services for Adult Women,
by State
A Partial List of Colleges and Universities With Continuing
Education Programs or Special Educational Services Designed
Primarily for Adult Women
In their regular undergraduate, graduate, and adult education programs, many colleges and universities offer the same educational services to adult women as to other persons. Especially in metropolitan
areas, large universities schedule classes almost continuously during
the daytime and evening. Their numerous courses often cover a wide
array of professional and semiprofessional subjects, vocational information, and aspects of personal development.
The standard offerings of some institutions of higher education include summer sessions, part-time enrollment, short-term courses, public
institutes, alumnae workshops, conferences, correspondence courses,
televised courses, or audiovisual materials available on loan. In addition, some public universities operate a statewide extension service
that has facilities for conducting in small cities and towns specific
courses requested by the local residents.
Such varied educational opportunities are, of course, exceedingly
valuable to adult women. Nevertheless, because of the relatively
small proportion of mature women in the college population, women
frequently feel that their educational needs and problems require
special attention. And educational institutions, realizing that the
needs and problems of many adult women are unique, often are interested in having these circumstances interpreted to them.
The following list of institutions is limited to those that have established continuing education programs or educational services with
specific concern for adult women. As may be noted, the types of programs and services offered differ markedly from institution to institu12

tion. In general each program has been designed to meet the specific
needs of mature women in the immediate area. More detailed and
current information about a program may be obtained from the Director of Admissions of the college or university.

City College of San Francisco (San Francisco)
Encourages mature women to continue their education, giving
credit for previously completed courses and admitting on the basis
of test scores those without a high school diploma. Also provides
aptitude testing and vocational and educational guidance.
Monterey Peninsula College (Monterey)
Conducts, in cooperation with the local branch of the American
Association of University Women, a lecture series, Operation
Update, which furnishes adult women with current information
about a variety of cultural and technical fields.
Pacific Oaks College (Pasadena)
Arranges individual study plans in baccalaureate and postbaccalaureate programs in child development, psychology, and
sociology. Permits part-time enrollment, independent study,
short periods ofresidence,and enrollment of the students' children
in the Children's School operated by the college.
San Francisco College for Women (San Francisco)
Schedules late afternoon and Saturday classes. Permits parttime enrollment by students working toward a bachelor of arts
degree. Also allows special students not seeking a degree to
enroll for credit in courses for which they qualify.
Santa Monica City College (Santa Monica)
Offers a course that provides guidance and counseling to women
25 to 65 years of age in preparat ion for enrollment in the regular
college program.
University of California (Berkeley)
Conducts a summer workshop for housemothers and professionally
trainedresidencepersonnel on a 3-year rotating basis with Oregon
State University and the University of Washington.
University of California (Los Angeles)
Offers, through the Extension Division, a weekly course in Group
Counseling for Women, which helps participants to analyze
realistically their goals, skill aptitudes, and interests and provides


information about opportunities for women in educational, vocational, and volunteer activities.
University of San Francisco (San Francisco)
Offers a program in the School of Nursing that enables registered
nurses to obtain a baccalaureate degree.

Colorado State College (Greeley)
Conducts a summer workshop for housemothers and for professionally trained residence personnel, offering them the option
of working for academic credits.
University of Colorado (Boulder)
Operates a Women's Center, as part of its Center for Student Life
Programs and Studies, which encourages and facilitates the
enrollment of adult women. Provides individual and group
counseling, special financial grants to part-time students, and
liberal loans to mature women students. Permits arrangement
of part-time study programs and gives credit for introductory
courses through proficiency examinations. Also offers noncredit
courses primarily to students' wives in a local church with nursery

University of Bridgeport (Bridgeport)
Permits adult women to enroll on a part- or full-time basis in
liberal arts, science, business administration, education, and engineering courses offered during the daytime or evening and
leading toward a degree.

George Washington University
Offers a noncredit orientation course, Developing New Horizons
for Women, that lasts for 15 weeks each semester; consists of lectures, discussion, and testing service; and aims to assist adult women in planning for continuing education, careers, or community
service. Also offers off-campus credit courses during morning
hours. Provides a few tuition fellowships for part-time graduate study, informal referral for placement, and registration of
qualified students in nondegree or degree programs on a part- or
full-time basis.

Mount Vernon Junior College
Offers graduate seminars in English and history that may be
credited toward a master of arts in teaching by Smith College of
Northampton, Massachusetts.

Barry College (Miami)
Florida Atlantic University (Boca Raton)
Miami-Dade Junior College (Miami)
University of Miami (Coral Gables)
Cooperate in conducting, through an independent community
service, the Council for the Continuing Education of Women, an
information and referral center for adult women who are interested in academic and vocational opportunities in the area.
Rollins College (Winter Park)
Provides counseling and placement services to mature women
graduates of any college or university. Schedules graduate
courses after the usual school hours and during the summer to
enable current and future teachers to work toward a master of
arts in teaching. Also offers nondegree courses in music and art.
University of South Florida (Tampa, St. Petersburg)
Has designed specifically for women a series of morning or afternoon lectures on a variety of cultural subjects.

Agnes Scott College (Decatur)
Offers, through its Alumnae Association, a series of noncredit liberal arts courses open to alumnae and their husbands and conducted during evening hours.
Tift College (Forsyth)
Operates a program during the summer to enable inservice teachers who have not completed their basic education to obtain a baccalaureate degree. Also offers a special program to assist registered
nurses in obtaining a baccalaureate degree.

Mundelein College (Chicago)
Admits women who are over 26 years of age and have a high school
diploma into a special degree program that includes Basic Studies


Seminars, limited classroom attendance, use of tutorial and independent study techniques, and credit for life experience.
Roosevelt University (Chicago)
Offers to men and women 25 years of age or over a degree program
leading to a bachelor of general studies degree and consisting of a
proseminar that provides intensive preparation for life study and
evaluation of life experience in terms of theoretical knowledge,
concentrated study in an area of interest, three "integrating seminars" that cover large areas of human knowledge, and an internship as a volunteer in a community agency.
University of Illinois (Urbana)
Offers, through its University Extension Division, a series of nondegree liberal arts courses designed for adult women to broaden
their knowledge of the arts. Also conducts a workshop in residence hall work for mature women. Has established the position
of Assistant Dean for Married Students to provide additional
counseling and advisory services for women who wish to continue
their education.

Iowa State University of Science and Technology (Ames)
Conducts 2- and 3-week workshops during the summer in various
subject matter areas relating to home economics for current teachers or those wishing to renew their certification. Also permits
part-time study in the regular university program and offers noncredit short courses in vocational fields and off-campus credit
courses in the evening.

Marymount College (Salina)
Offers adults, in the evening and Saturdays, a variety of credit
and noncredit courses that include refresher courses with a vocational purpose.
University of Kansas (Lawrence)
Conducts daytime workshops for adult women in such fields as
education, music, and the arts. Adult women also may enroll as
special students in university courses for which they qualify and
may receive credits toward a degree.

Southern University and A & M College (Baton Rouge)
Permits adult women to enroll in regular courses on a part-time
basis in the evening and on Saturdays, provides a guidance program, offers resident assistantships for those in programs leading
to a bachelor's or master's degree, and sponsors workshops providing educational and vocational information.
Tulane University of Louisiana (New Orleans)
Offers, in cooperation with the Newcomb College Alumnae Association, a series of morning courses—Estate Planning for
Women—for those interested in financial affairs.

Goucher College (Towson, Baltimore)
Conducts the Wednesday Program in Continuing Education for
women who have had 1 year or more of college and who wish to
prepare for reentry into a regular degree program. In addition,
admits some women with the necessary educational background
who do not plan to enter a degree program. However, auditors
are not admitted to the program.

Boston University (Boston)
Offers short-term certificate programs in such fields as insurance,
real estate, management, foreign languages, and liberal arts. Also
schedules a guidance seminar for women as needed.
Brandeis University (Waltham)
Offers weekly noncredit Morning Seminars for Women in various subjects, particularly in the humanities, fine arts, and social
sciences. Also, conducts annual summer institutes that are open
to adults on a noncredit basis and consist of two 1-week programs
focusing on specific themes.
Harvard Graduate School of Education (Cambridge)
Provides three programs of part-time study to prepare for teaching and counseling. College graduates who qualify may work
toward (1) a master of education degree for teaching in elementary schools, (2) a master of arts in teaching for work in
secondary schools, or (3) a master of education degree for counseling in elementary or secondary schools.


Northeastern University (Boston)
Maintains an Office of Programs for Adult Women, which provides educational counseling; arranges for course scheduling at
times and places convenient to adult women; and offers numerous
orientation, noncredit, and undergraduate courses on a weekly
basis during the daytime.
Northeastern University (Burlington)
Offers, through its Office of Programs for Adult Women, a variety
of undergraduate, graduate, and noncredit courses and workshops
given once a week during the daytime to suit the needs of adult
women. Courses leading to a degree may be taken on a part-time
basis. Counseling and orientation courses are also available.
Eadcliffe College (Cambridge)
The Eadcliffe Institute provides fellowships to enable highly
qualified women to engage in part-time (or occasionally fulltime) research or creative work while they still have family commitments. Conducts the Eadcliffe Seminars, with courses offered
weekly to adult women on a credit or noncredit basis and providing advanced study in various subjects. Also maintains a guidance laboratory and a research program.
Simmons College (Boston)
Maintains an Office of Continuing Education that provides counseling for mature women and schedules programs on a part-time
basis during the daytime. Included are nondegree refresher
courses and programs leading to an undergraduate degree or to
a master's degree in English, library science, social work, home
economics education, or urban teaching.
Wellesley College (Wellesley)
Conducts an Institute in Chemistry that provides for halftime
study for 2 years and leads to a master's degree. The program is
open to women who have obtained their bachelor's degree (ordinarily with a minimum of 18 hours of chemistry) 5 or more years
ago. New participants are required to enroll in a preliminary
program given during the summer.

Michigan State University (East Lansing)
Encourages the enrollment of mature women through Programs
for Women, a part of its Continuing Education Service. Cospon18

sors a community project, Re-Evaluation and Education for
Adults Project (R.E.A.P.), which provides information about
counseling and testing services, educational and employment opportunities, financial assistance, parent-education courses, and cultural courses and events. With the Lansing Community College,
also has cosponsored Now and Later, a 6-week noncredit orientation course for married women with families, to help them assess
their abilities, interests, and potentialities. Has expanded its
counseling services for adults and is developing an orientation
course for women interested in a university education.
Oakland University (Rochester)
Operates the Continuum Center, which offers individual counseling in four areas: personal identity, educational courses, employment opportunities, and volunteer activities. Provides scholarships for its testing program; offers a variety of courses and
seminars of interest to women; and conducts conferences relating
to women's interests, needs, and problems. Also operates a child
care center for preschool children of women returning to school.
University of Michigan (Ann Arbor)
Provides, through the Center for Continuing Education of
Women, counseling services to women interested in continuing
their education on a graduate or an undergraduate level and gives
information on university or college courses and on employment
opportunities. Arranges flexible programs to meet the special
requirements of adult women. Refers women to appropriate
ancillary services offered by the university, such as testing,
financial aid, and psychological counseling.

University of Minnesota (Minneapolis)
Operates the Minnesota Planning and Counseling Center for
Women, open to Minnesota women at all levels of education. The
center provides advice, counseling, and information on educational and employment opportunities in the Minneapolis-St. Paul
area. Also offered are scholarship, nursery, and job placement

Central Missouri State College ( Warrensburg)
Conducts a summer workshop for housemothers and for professionally trained residence personnel. Also offers women short
courses to upgrade basic business skills.
239-357 O—67



Lindenwood College for Women (St. Charles)
Conducts a Program for the Continuing Education of Women
in which adult women who wish a college education may enroll
on a part- or full-time basis and receive testing services, vocational
counseling, and special consideration regarding requirements.
Saint Louis University ( St. Louis)
Conducts Daytime Programs Especially for Ladies, which include
both liberal arts and vocationally oriented courses.
University of Missouri (Kansas City)
Offers daytime noncredit courses, including liberal arts courses,
special training seminars for women interested in becoming
research assistants or volunteer workers, and a course on Social
Change and Women's Roles in Contemporary America.
University of Missouri (St. Louis)
Offers, through its Office of Continuing Education for Women,
a 12-week noncredit course in Wider Horizons for Women, which
provides group and individual counseling, information on employment opportunities, and placement assistance. Also offers
special courses for registered nurses desiring a baccalaureate
degree and for other women wishing to become library aides.
Permits enrollment on a part-time basis in degree and nondegree
courses, assists mature women with their course scheduling, and
refers them to specialized services when necessary.
Washington University (St. Louis)
Provides, through its Office of Continuing Education for Women,
general counseling for adult women; offers certificate programs in
vocational and professional fields; permits enrollment on a parttime basis in both credit and noncredit courses; helps develop
flexible programs to meet the special needs of adult women; and
refers them as necessary to such specialized services as testing,
academic counseling, psychological counseling, financial aid, and

Eastern Montana College (Billings)
Operates, in cooperation with the local branch of the American
Association of University Women, a Plan for Continuing Education for Women, which provides a referral service to academic,
vocational, scholarship, placement, and other counseling services
and conducts special conferences and meetings relating to
educational and employment opportunities for women.

Rivier College (Nashua)
Offers adult women a variety of courses that they may take on
either a credit or noncredit basis. Permits part- or full-time
enrollment in the undergraduate program and a part-time study
schedule for graduates.

Fairleigh Dickinson University (Madison)
Operates Referral to Employment, Academic, and Community
Service Opportunities for Housewives (REACH)—a liaison
service between adult women and educational institutions, placement agencies, potential employers, and community groups.
Permits adult women on all three campuses (Rutherford,
Teaneck, and Madison) to enroll in credit courses on a part-time
basis. Also, offers noncredit courses that prepare women for
specific vocations such as library work.
Rutgers, The State University (New Brunswick)
Conducts a Retraining Program in Mathematics! and Science that
offers morning and early afternoon courses in the review and
updating of mathematics and science, the teaching of the
new mathematics, computer programing, and statistics. The
program, which includes professional counseling and guidance in
job placement, is geared especially to the needs of housewives
who wish to prepare for teaching or for mathematical work in

Bank Street College of Education (New York)
Offers a graduate program in teacher education that permits adult
women to adapt their study schedules to home responsibilities and
that enables qualified students to engage in supervised teaching
with full-time pay after their first semester. Also offers a
program in school guidance leading to a master's degree or to
an advanced professional diploma.
Barnard College (New York)
Does not charge tuition to its alumnae who return to take any
of the regular courses offered. Sponsors the Barnard College
Workshop for Community Service, which is open to women who
have attended any accredited college. The workshop provides
weekly sessions giving information about occupational fields
and guidance in entering or reentering the labor market.


NEW YORK-Continued
Brooklyn College (New York)
Offers a Special Baccalaureate Program that allows individual
pace of study, independent study, and tutorial assistance and
grants academic credit for life experience. Admits selected college graduates to a program that prepares them to teach in
elementary schools in disadvantaged areas.
City College (New York)
Conducted, during the summer of 1966, in cooperation with the
Board of Education of the City of New York, a tuition-free
intensified study program that enabled college' graduates to
prepare for teaching in the New York City public school system.
C. W. Post College of Long Island University (Brookville, Long
Provides individual counseling, program planning assistance, and
classes scheduled at hours convenient for adult women in degree
and nondegree courses, including special sections of English, philosophy, mathematics, art, and physical education.
Hofstra University (Hempstead, Long Island)
Offers each year two 10-week workshops, Career Horizons for
Women, which provide women who have had some college education such services as group guidance and counseling as well as
information about educational and employment opportunities and
about the world of work in relation to family responsibilities and
individual needs. Permits adult women to attend daytime classes
as part-time students. Also offers a new course in social science
research techniques to women who are at least 25 years of age, have
at least 2 years of college, and are members of a nonprofit civic
New School for Social Research (New York)
Offers, through its Human Relations Center, a daytime program
for adults, including multidisciplinary courses in psychology,
sociology, philosophy, history, current affairs, and ethics. Program includes noncredit courses in Planning for Work and
Study and in Volunteer Training for subprofessional assistants.
A certificate program is also available for those who wish to refurbish skills in academic fields and in self-discipline.
New York Medical College (New York)
Conducts an approved psychiatric residency for married women
medical doctors, in which their work and study schedules and resi22

NEW YORK-Continued
dence requirements are adjusted to their home needs. This training program will make the candidate eligible to take examinations
leading to certification by the American Board of Psychiatry and
New York University (New York)
Offers such courses as Career Planning for Women and Women's
Law Class, and conducts discussion programs and lecture courses
in about 65 suburban locations. Also operates in White Plains,
Westchester County, a part-time daytime program especially for
women that leads to a master's degree in social work or in early
childhood and elementary education.
St. Joseph's College for Women (New York)
Conducts a Program for Continuing Education that permits adult
women to enroll in a part-time study program of credit courses.
Sarah Lawrence College (Bronxville)
Operates the Center for Continuing Education and Community
Studies that provides educational counseling and coordinates (1)
special courses and a part-time study program for women who left
college before graduation, (2) a graduate studies program designed on an individual basis and leading to a master's degree,
and (3) part-time study programs, arranged with cooperating
institutions and located initially in Westchester County, and
leading to a master's degree in social work, library science, or early
childhood and elementary education.
State University Agricultural and Technical College (Farmingdale,
Long Island)
Conducts a 15-session noncredit workshop—Gateway to Careers—
that provides adult women with information about opportunities
for continuing education, employment, and volunteer work. The
course helps women appraise their aptitudes and abilities, reestablish self-confidence, and learn job-search techniques. Other
special offerings for women include a refresher program to prepare inactive registered nurses for active service, a school lunch
workshop for women entering or engaged in school food services,
a secretarial workshop, and a "gericare-aide" training program.
Counseling services are also provided.
Syracuse University (Syracuse)
Operates a Center for the Continuing Education of Women that
provides information on part-time study opportunities, admission


NEW YORK-Continued
requirements, financial arrangements, proficiency examinations,
and advanced placement. Also offers a degree program of directed independent study, a Certificate Program for Social Work,
and workshops for supervising nurses.
Vassar College (Poughkeepsie)
Permits married women to enroll in a part-time study program
focused toward a baccalaureate degree, but requires former
students of other colleges who have been out of school quite a
while to take a few courses before being accepted into the degree

Queens College (Charlotte)
Conducts, primarily for adult women, a morning program of noncredit short courses in numerous cultural subjects. Also operates
an independent study program that includes tutorial guidance.

Ohio State University (Columbus)
Provides, through its Continuing Education for Women project,
educational counseling for mature women as well as noncredit
lecture-seminars and special residential workshops. Adult women
may enroll in a part-time study program or as special students
in the regular program.
Ohio University (Athens)
Conducts a summer workshop for housemothers.
University of Akron (Akron)
Offers, during 10 weekly sessions, a course—Opportunities for
Women: Plan for the Second Half of Your Life—which covers
general appraisal of individual talents, work requirements, and
job opportunities. Also, permits both undergraduate and graduate students to enroll on a part-time basis.
University of Dayton (Dayton)
Offers noncredit courses during the daytime and evening in a
variety of liberal arts subjects, such as Contemporary Civilization,
and vocationally oriented subjects, such as Computer Concepts.


Oklahoma City University (Oklahoma City)
Conducts the Mothers Return to School Institute, which provides
counseling services and educational information for mothers who
wish to start or return to college.
University of Oklahoma (Norman)
Enables adults to work toward a bachelor of liberal studies degree, proceeding at their own pace with independent study and
with only short periods of residence. The program includes seminars in broad areas of study and special examinations that measure knowledge acquired through earlier education or experience.

Oregon State University (Corvallis)
Conducts a summer workshop for housemothers and professionally trained residence personnel on a 3-year rotating basis with
the University of California at Berkeley and the University of
Portland Community College (Portland)
Offers an evening course primarily for mature women 34 to 55
years of age who are interested in entering or reentering the world
of work. Two series of the course are scheduled on a weekly basis
for 10 weeks; they include such aspects as counseling, testing, selfappraisal, consideration of home and work schedules, and occupational information.

Margaret Morrison Carnegie College, Carnegie Institute of Technology (Pittsburgh)
Provides counseling, educational information, and professional
preparation to mature women who plan to seek employment.
Pennsylvania State University (University Park)
Offers each spring a Workshop for Women in Management to provide better understanding of advanced management principles.
Temple University (Philadelphia)
Operates a Continuing Education Plan that permits adult women
to enroll on a part- or full-time basis, to fullfill some course requirements through evaluation of previous experience, to participate in special orientation sessions, to be assigned specific academic
advisers, and to join the Encore Club.


University of Pennsylvania (Philadelphia)
Conducts a Program of Continuing Education for Women that
provides for educational counseling and enrollment on a part-time
basis in either undergraduate or graduate programs.
University of Pittsburgh (Pittsburgh)
Permits women over 30 years of age with a high school diploma or
equivalent education to enroll, without taking College Board examinations, for as few as 6 credit hours during the day or 3 credit
hours at night and to disregard the requirement that credits
needed for a bachelor's degree be accumulated in 7 years. Provides, through its Office of Women's Education, special counseling
services and orientation lectures on such subjects as study and
reading techniques. Makes special effort to adjust academic
schedules to each woman's home, family, or work obligations.
May give credit in some programs for travel or work experience.
Allows for part-time study in some graduate programs, such as
in the School of Social Work.

University of Rhode Island (Providence)
Offers, through its Division of University Extension, daytime
courses that are designed primarily for mature women seeking a
career outside the home and that lead to the degree of bachelor of
arts in English or bachelor of science in home economics. Daytime courses, which are interchangeable with similar evening
courses, are scheduled in the morning when schoolage children of
the women students are in school.

University of Chattanooga (Chattanooga)
Offers a variety of noncredit courses designed to meet the needs of
mature women. These are generally scheduled during the morning and evening on a weekly basis.

Goddard College (Plainfield)
Conducts an Adult Degree Program for men and women at least
26 years of age who have not graduated from college. Two-week
resident seminars with lectures and discussions are alternated with
6-month periods of independent study carried on at home and supervised through correspondence with faculty.

Mary Baldwin College (Staunton)
Provides educational counseling services for mature women who
want to work toward a baccalaureate degree, and permits alumnae
to audit courses without charge.
University of Virginia, Northern Virginia Center (Arlington)
Offers during the daytime and evening noncredit seminars
designed to provide adult women with information about a variety
of cultural and current subjects. The seminars are offered at
low tuition on a weekly basis for 8-week periods in the fall and
spring. Counseling services and daytime scheduling of credit
courses have been expanded to meet the needs of housewives
returning to school. Also offered are special courses to update
registered nurses on new developments in medicine.

University of Washington (Seattle)
Offers a noncredit workshop—Decision Is Destiny—that provides
educational and vocational counseling and guidance to adult
women during daytime hours preparatory to employment, volunteer work, or enrollment in the regular university program.
Offers a series of noncredit daytime courses at an off-campus
center for women. In addition, the University's regular program
includes two orientation sessions for returnees and makes
financial aid available. Also conducts a summer workshop for
housemothers and professionally trained residence personnel on a
3-year rotating basis with the University of California at
Berkeley and Oregon State University.

Marquette University (Milwaukee)
Offers adult women various courses, both cultural and vocational
in nature, scheduled during the daytime and evening and available
at off-campus locations as well as on campus.
University of Wisconsin (Madison)
Provides special services for mature women, including educational
counseling, scholarships for mature women interested in graduate
work leading to a doctoral degree and in utilizing their advanced
education, scheduling of courses of interest to adult women, and a
job placement clearinghouse.


University of Wisconsin (Milwaukee)
Provides mature women with educational counseling services and
scholarships, and schedules classes especially for women during
daytime hours. Also assigns professors for study groups in offcampus seminars.
Wisconsin State University (Platteville)
Presents the Women's Program Series, a program of monthly
lectures covering various aspects of modern life.
NOTE: The American Association of University Woirien College
Faculty Program provides tuition grants and stipends to college women
35 years of age and over for full-time graduate study that will qualify
them for teaching, administrative, or research positions in colleges and
universities. Awards have been made recently in eight States
(California, Illinois, Michigan, Minnesota, Ohio, Oregon, Washington,
and Texas) and are being extended to other States.


Selected Readings
American Association of University Women Educational Foundation.
Counseling Techniques for Mature Women. Report of the Adult
Counselor Program June 14-August 6, 1965. Washington, D.C.
Berry, Jane, and others. Counseling Girls and Women: Awareness,
Analysis, and Action. Kansas City, Mo., University of Missouri
at Kansas City, 1966.
Berry, Jane, and Sandra Epstein. Continuing Education of Women:
Needs, Aspirations, and Plans. Kansas City, Mo., The University
of Kansas City (now the University of Missouri at Kansas City),
Bunting, Mary I.:
A Huge Waste: Educated Womanpower. In the New York Times
Magazine, May 7,1961.
The Radcliffe Institute for Independent Study. In Educational
Record, October 1961.
Bureau of Social Science Research, Inc. Two Years After the
College Degree: Work and Further Study Patterns. Report on
the 1960 Survey of 1958 College Graduates. Washington, D.C.,
Change and Choice for the College Woman. In Journal of the
American Association of University Women, May 1962.
Dennis, Lawrence E., ed. Education and a Woman's Life. Proceedings of the Itasca Conference on the Continuing Education of
Women. Washington, D.C., American Council on Education, 1963.
Dolan, Eleanor F.:
Counseling the Mature Woman. In Journal of the American
Association of University Women, January 1966.
Higher Education for Women: Time for Reappraisal. In Higher
Education, September 1963.


Ford Foundation Program for the Retraining in Mathematics of College Graduate Women. In Notes and Comments, New Brunswick,
N.J., Rutgers, The State University, May 1963.
Ginzberg, Eli. Life Styles of Educated Women. New York, N.Y.,
Columbia University Press, 1966.
A Lot More To Learn. In Mademoiselle, February 1962.
Ludwig, Jack. New Shining Minds for Rusty Ladies. In Glamour,
July 1961.
O'Neill, Barbara Powell. Careers for Women After Marriage and
Children. New York, N.Y., The Macmillan Co., 1965.
Opportunities for Women Through Education. Conference-Workshop Proceedings, Center for Continuing Education of Women,
March 16, 1965. Ann Arbor, Mich., The University of Michigan,
President's Commission on the Status of Women. American Women.
Proceeding from The First Catalyst on Campus Conference—a Program Proposal. Held at Margaret Morrison Carnegie College.
May 15-16, 1964. Pittsburgh, Pa., Carnegie Institute of TechnologyRaushenbush, Esther. Unfinished Business: Continuing Education
for Women. In Educational Record, October 1961.
Scates, Alice Y. Women Moving Ahead. In American Education,
March 1966.
Senders, Virginia L. The Minnesota Plan for Women's Continuing
Education: A Progress Report. In Educational Record, October
Stern, Bernard H. Never Too Late for College: The Brooklyn Degree Program for Adults. Chicago, 111., The Center for the Study
of Liberal Education for Adults, 1963.
Useem, Ruth Hill. The Furor Over Women's Education. In University College Quarterly, East Lansing, Mich., Michigan State University, May 1963.
U.S. Department of Labor, Women's Bureau: 2
College Women Seven Years After Graduation: Resurvey of
Women Graduates—Class of 1957. Bull. 292. 1966.
Counseling Girls Toward New Perspectives. A Report of the
Middle Atlantic Regional Pilot Conference. Held in Philadelphia, Pa., December 2-4,1965. 1966.
Single copies may be obtained without charge from the Women's Bureau, U.S. Department of Labor, Washington, D.C. 20210.
Single copies of Women's Bureau publications may be obtained without charge from
the Women's Bureau, U.S. Department of Labor, Washington, D.C. 20210.


Fifteen Years After College—A Study of Alumnae of the Class of
1945. Bull. 283. 1962.
First Jobs of College Women—Report on Women Graduates, Class
of 1957. Bull. 268. 1959.
Job Horizons for College Women in the 1960's. Bull. 288. 1964.
New Approaches to Counseling Girls in the 1960's. A Report of the
Midwest Regional Pilot Conference. Held at the University of
Chicago, Chicago, 111., February 26-27,1965. 1965.
Trends in Educational Attainment of Women. June 1966.
1965 Handbook on Women Workers. Bull. 290. 1966.
White, Martha S., ed. The Next Step: A Guide to Part-Time Opportunities in Greater Boston for the Educated Woman. Cambridge,
Mass., Radcliffe Institute for Independent Study, 1964.




U.S. D E P A R T M E N T O F L A B O R