ABSTRACT
In September 1988, after over 150 years as an institution of higher education for women, Wheaton College (Norton, MA) became a coeducational college. After considerable debate and the consideration of complex sociological, philosophical, demographic, and historical factors, the college believed that coeducation was the best course for its future. Given its historical commitment to the education of women, Wheaton College pursued coeducation within a framework dedicated to ensuring that its commitment to women not be lost in the transition. The implementation of coeducation at Wheaton did not simply speak to the maintenance of women's education, but rather developed a unique view of coeducation to educate both men and women to live in a society with significantly more gender equity. Through its philosophy of “conscious coeducation,” or what is called “differently coeducational,” Wheaton has attempted to create a coeducational institution that links its strengths as a women's college to the education of both men and women. Such an education is grounded in the view that coeducation should help young men and women create a more just world, with men and women equal partners in this quest. The difficult task in this endeavor was how Wheaton would expand its mission and not lose the historical commitment to women characteristic of women's colleges.
