@article{oai:mukogawa.repo.nii.ac.jp:00001372,
 author = {安東, 由則(編著) and 安東, 由則 and ANDO, Yoshinori},
 journal = {武庫川女子大学教育研究所研究レポート},
 month = {Mar},
 note = {After the period when Vassar College decided to open its doors to male students in 1968, and Title Ⅸ of the Higher Education Act Amendments were enacted in 1972, the number of women’s colleges started to decrease rapidly. According to Chamberlain’s study （1988）, the number of women’s colleges including 2-year colleges dropped from 255 in 1970 to 117 in 1980. Women’s colleges declined by more than half in just 10 years. Studer-Ellis （1996） indicated the number of women’ colleges which changed to coed colleges was 21 in 1969, 16 in 1970, and 16 in 1971. Even in recent years, they have continued to decrease with many becoming coed or merging with a coed college.
Under such circumstances surrounding women’s colleges, not a few studies including Tidball’s （Tidball, 1980, 1999 etc.） have been conducted to examine the advantages of women-only colleges. These studies reported that female students attending women’s colleges showed intellectual development （such as intellectual self-confidence, critical thinking, and solving and so on）, gained doctorates after graduation, became high achievers, and attained successful careers. Moreover, those showed that women’s colleges provided more positive experiences for students to take leadership roles and interact with faculty than did coed colleges （Astin, 1993；Kim, 2001, 2002；Kinzie, 2007；Miller-Bernal, 2000, 2006；Riordan, 1994；Wolf-Wendel, 1998 etc.）1）. In particular, the Hardwick-Day comparative research survey, commissioned by the Women’s College Coalition, was conducted recently. The survey, geared toward alumnae from 1970 through 1997, showed women’s colleges had, in the long-term, a more positive impact on graduates, than di  coed liberal arts colleges or flagship public universities（ the Hardwick-Day, 2008）. In addition, there is NSSE’s nation-wide survey, which measures college-student’s engagement in educational practices （level of academic challenge, active & collaborative learning, student-faculty interaction, enriching educational experiences, and supportive campus environment） at each institution. The results have often been used as comparative data to indicate the advantages or superiorities of a particular women’s college （for example, see Sweet Briar College’s website）. 
Nevertheless, despite such research results, the number of women’s colleges has been decreasing. It seems there are few studies which chronologically analyzed the trend of women’s colleges in the U.S. except for Chamberlain et al （1988）, Studer-Ellis（1996）, and Harwarth et al.（ 1997, 1999）, although many researches, dealing with the influences  on female students through the education in women’s colleges, have been accumulated. According to Chamberlain, the number of women’s colleges including 2-year colleges was 233 in 1960, and 90 in 1986, and 72 4-year women’s colleges were counted in 1986. Studer-Ellis showed that 4-year women’s colleges decreased from 176 in 1960 to 65 in 1990 over these 30 years. Meanwhile, Harwarth, et al comparatively analyzed women’s colleges in detail between 1976 and 1993, and showed there were 61 4-year women’s colleges in 1993.
However, after Harwarth’s study, there is no quantitative study which shows the trend or status quo of women’s colleges in the U.S.. This study fills the gap.},
 pages = {89--109},
 title = {過去四半世紀におけるアメリカ女子大学の動向：共学大学との比較},
 volume = {44},
 year = {2014},
 yomi = {アンドウ, ヨシノリ and アンドウ, ヨシノリ}
}