Author: information_management

Decisions often come only after years of thought, experimentation, persuasion, and struggle. Approval by the Board of Trustees of full residential coeducation on October 17, 1975 represented the culmination of several years of work, but it also represented a new beginning for the college and new opportunities for its
students.

Women had been part of the Wofford community ever since
Maria Wofford’s husband made his bequest to found the institution, and a
handful of women had enrolled and received degrees. Pressure began to build in the late 1960s for
coeducation, and the board and administration responded with the experiment of
day student coeducation. Women succeeded
at Wofford, but as day students, they felt like second-class citizens. Last week’s story highlighted some of the
disparities that the women students themselves found annoying.

When the trustees revisited the college’s admissions policy
in 1975, they had a number of options to consider, and their decision was
complicated by changes in federal law and by evolving student attitudes. The task force considering the change
realized that fewer male students wanted to attend an all-male
institution. Many other formerly
all-male colleges in the Southeast and on the east coast had become
coeducational or were thinking about it. By excluding half of the population and then having to select from a
decreasing pool of men who were interested in single-gender education, Wofford
would find itself having to compete very hard for a small number of qualified
students. Administrators feared that the
quality of the student body would suffer.

Continuing to limit women to enrolling as day students was
not an option. The 1972 Civil Rights
Act, better known as Title IX, required non-discrimination in treatment of
students. While the college could decide
not to admit women at all, once admitted, the college had to offer students the
same opportunities, including housing, without regard to gender. The only question then was to revert to being
all-male or to move to residential coeducation, and if full residential
coeducation was the option, how to implement it. President Joe Lesesne told the Old Gold and Black that “the board
agreed that Wofford could not remain a high quality liberal arts college for
men only…. The quality program that we have here would be maintained and
strengthened by going fully co-ed.”

Administrators and trustees looked at coeducation as an
opportunity to improve the quality of the student body, and selected a path
toward full residential coeducation The
decision to admit women was made on the basis of improving the college and the
quality of the student body. The first
group of women students recruited had stronger credentials than many of the men
with whom they were admitted. The Old Gold and Black, recognizing the
significance of the Board’s decision, began its article “October 17, 1975 may
well one day be remembered as the ‘second founding’ of Wofford College.

The college converted the top floor of Wightman Hall (since
demolished) into facilities for women students and made rooms available for
women as of the fall semester of 1976. Administrators
planned to postpone recruiting women in larger numbers until the fall of 1977,
when more rooms in Wightman or in another residence hall. Most students told the Old Gold and Black in
the fall of 1976 that they thought coeducation was going well. Dean of Students Mike Preston told another
newspaper reporter that some of the greatest opposition to coeducation came
from fraternities, who thought increasing numbers of women would diminish the
numbers of me who could join their fraternities. The small numbers of women left many of them
feeling isolated, and many subtle and not-so-subtle snubs came their way.  Some men felt sad and angry that a tradition
had been changed, and others admitted that the women were smarter than
them. “There are some very sharp girls
on campus, and I lose out a lot when I match wits with them,” one senior
said. Male students paid attention to
women dressed, the way they answered questions in class, the way they behaved
at parties, according to one early woman. “You are constantly on display,” explained Joyce Payne. Women tried to participate in as many
activities as they could, from serving as athletic trainers to shooting pool
with their male classmates. “We had a
need to say, ‘we’re here and we’re going to participate,’” said Payne.

Images: Headline from the Herald-Journal; Sally Nan Barber and Kathy Thomas, from the 1977 Bohemian; Members of Zeta Tau Alpha, from the 1977 Bohemian.  Click for larger images.

Last time, we talked about the move to admit women as day
students. Today, we’ll talk about how
day student coeducation worked, and begin the move to full residential
coeducation.

Following the board’s October 1970 decision to admit a small
number of women as day students, four women enrolled in February 1971. “Hey, there’s a girl in the room” became a
common exclamation that February, according to the Herald-Journal. One of the
women noted that “at first they stared a lot, but they’re getting used to us
now.” Three of the four were daughters
of Wofford professors, and a fourth was a Spartanburg student. Donna Green, the daughter of economics
professor Harold Green, Shelley Henry and Robin Henry, daughters of English
professor Edmund Henry, and Leslie Smith were the first four day students
admitted under the revised policy. Their
arrival, along with that of about two dozen new or transfer students, was a
front page story in the Old Gold and
Black, and received attention in the Herald-Journal
as well.

Of course, the college provided no facilities for women, and
one official noted that the institution was “not going co-ed” despite admitting
women! As Dean of Students Donald Welch explained
to the Old Gold and Black, the
college had made no plans for building a residence hall for women, hiring a
dean of women; the plan to admit women had more financial benefits than
costs. Still, the spring term allowed
for a period of adjustment before a larger number of women enrolled in the
fall. Shelley Henry noted that “there’s
always someone with a joke about Women’s Lib,” but that “they fight over who’s
going to open the door for us. One boy
even told me he was going to start taking a bath before coming to class in the
morning, but I think things are more relaxed now.” Leslie Smith explained that most professors
were getting used to saying “Good morning, gentlemen and lady.”

Donna Green tried to blend in as much as possible. A junior, she made an effort to wear bell
bottom jeans rather than dresses, which she claimed caused a commotion. Green graduated in 1972 with a psychology
degree, becoming the first woman to graduate with honors.

The arrival of about 25 women students in the fall of 1971
received scant notice in the pages of the Old
Gold and Black. While the reaction
to women students was generally positive, some of the literature or newspaper
articles cam make a reader today cringe. The State, the Columbia newspaper, ran a photo of President Paul Hardin
sitting on the steps of Main Building surrounded by ten women students with the
caption “Pleasant Policy: Wofford College President Paul Hardin III, surrounded
by a dozen lovely coeds seems to be enjoying the new policy that permits female
day students to attend the college.” A similar photo ran in the
Herald-Journal. The headline of the
Herald-Journal article read “They’re Getting Used to Gals at Wofford” and made
sure to provide a physical description of each of the women quoted in the
story.

By 1974, with an increasing number of women enrolled, women
had formed an “Association of Wofford Women” to “promote the interest of
Wofford women on the campus.” One
student, Pam Mason, who was president of the association, spoke of the
frustrations she faced as a woman student. “A lot of people think girls go to Wofford are just out to have a good
time, out looking for dates,” she said, “but they’re wrong. The female students at Wofford are there to
get an education.” The lack of athletic
facilities, coupled with a P.E. requirement, was a special frustration. “I take tennis at 9:30 in the morning, have
to dress in a bathroom in Shipp Hall, then go on to my classes afterward
without a shower.”
The association
pushed successfully for shower and dressing facilities, but was less successful
in pushing for a lounge for women who, without residence hall rooms, had
nowhere to go during the day. “It can
get very tiresome sitting in the canteen for that long. We don’t think it unreasonable that we be
provided a lounge.” The women also were
among those who were pressing the administration and the trustees to make a
decision on full residential coeducation.

We’ll look at the move to that final step next week.

Photos: Donna Green’s senior photo, 1972 Bohemian; Clippings from the Old Gold and Black, 1974, expressing goals of the Association of Wofford Women.

Last week, I started a series on the history of Wofford’s
move from being traditionally all-male to fully coeducational. Though many people assumed the college had
always been all male, history tells a different story, a story of fairly
constant enrollment of women in small numbers and in special cases. One letter to the Old Gold and Black in 1967
asked “Is Wofford College a men’s school or not? I thought it was, but there’s
a woman in my French class.” The writer
went on to ask why the college felt it fair to let this woman in and not
others. The editor’s note after the
letter explained that the college had a rule that allowed wives of faculty
members to take courses.

In the winter of 1969, in President Paul Hardin III’s first
year in office, the faculty voted in favor of coeducation. By a vote of 38-4, with nine abstentions,
they recommended that the Board of Trustees that the college become a
coeducational institution. Some faculty
expressed the hope that “such a change would have a beneficial academic
effect.” President Hardin told the
newspapers that “I personally have formed no opinion one way or another about
the matter—I’m still studying all facets of it very carefully.” He acknowledged that with other colleges
becoming coeducational that the time was right for Wofford to study the question. He also suggested that if the college became
coeducational, that “it would be on a full scale basis” with “provisions for
boarding facilities for women, and that all facets of campus life” would be
open to them.

The Old Gold and Black,
which in 1955 had headlined an editorial with the words “Girls as Dates, not
Classmates” had changed its tune with a new generation of students. Their editorial in February 1969, with the
faculty debating the issue, was headlined “Our Last Argument for Coed.” The newspaper thought that socially, the argument
for coeducation was strong. The writers
believed that having women on campus would mean students would be more likely
to stay around campus on the weekends. More importantly, the authors felt that coeducation would improve the
intellectual life of the campus. “After
almost four years at Wofford we see no evidence to show that this college could
not benefit by the addition of a few more intelligent people.” They didn’t believe women would come to
Wofford to look for the “Mrs.” Degree and in fact, noted that “women have the
annoying tendency to compete with males and might stir some of us to actually
prepare for a class.” The editorial
writers also expressed the hope that coeducation would improve students’
attitudes toward the college and want a bigger voice in the way the college was
operated.

The board of trustees, in the spring of 1969, declined to
change the existing policy of allowing women only in summer school
classes. However, by the fall of 1970,
having discussed the issue off and on for nearly two years, the trustees
approved the following policy:

Women
students, who live in commuting distance, may be encouraged to enroll at
Wofford to seek a regular degree.

With that, Wofford took its first step toward full
residential coeducation. Resident
facilities would not be provided in 1971, but women who wished could enroll in
classes as day students and earn degrees in the regular semester.

The way the college encouraged women to enroll
may seem a bit antiquated to our eyes.  A postcard announcing the
college’s plans to admit women as day students was produced.

Next time: The experience of Wofford’s first women day
students, and the college’s move to full coeducation.

Last month, I devoted several posts to the story of
desegregation at the college. Desegregation
was the first in a series of significant changes between 1964 and 1976 that had
a lot to do with making Wofford what it is today. The second of these changes was the liberalization
of student life and curricular change, and the third was coeducation. We’ll hold off on the changes in student life
and the curriculum for now and talk for the next few days about
coeducation.

Several weeks ago, I posted an entry and some pictures of
Wofford’s first women students, who attended the college between 1897 and
1904. It’s important to remember that
nothing in Ben Wofford’s will, nothing in the charter, and nothing but
tradition and practice had made Wofford an all-male institution. As the college approached admitting women as
full-time regular students in the late 1960s, plenty of precedent existed for enrolling
women. After Marie Tarboux and Olive
Setzler took their bachelor’s degrees and Carrie Skelton her master’s degree in
1904, women were not enrolled as regular students again for some years. From evidence in President Henry Nelson
Snyder’s papers, and from references in the college’s coeducation study, women,
particularly teachers, enrolled in summer courses from the beginning of summer
school in the 1920s. Between 1930 and
1950, twenty-five women earned Wofford Master of Arts degrees.

Still, most in the community viewed women as regular
students at Wofford as something of an oddity. When some of the earliest eight women came to homecoming in 1928 and got
in line to march in an alumni procession, they were politely but firmly told
that the line was for alumni only and they should remove themselves. Mrs. Puella Littlejohn True, the first woman
graduate, just as politely and firmly replied that she was an alumna. After some discussion and rebuttal, according
to a later news story, the women were allowed to remain in the line.

Women enrolled as undergraduates during this period as
well. Caroline DuPre Wells, the daughter
of Dean A. Mason DuPre, graduated in 1934, attending classes that were
otherwise all male. Considering her
father was the chief disciplinarian on campus, it’s unlikely she had any
trouble with disrespectful classmates.

One woman took a bachelor’s degree in 1948, and in the very
large, GI-generation class of 1949, two women took bachelor’s degrees. Mrs. Mary Fulton Terrell of the class of 1949
was elected to Phi Beta Kappa, becoming the first woman to earn membership in
the Beta of South Carolina Chapter. According
to her citation, she attended the summer session for ten years to earn enough
credits to graduate, all while working. Many
women who earned degrees in the late 1940s and throughout the 1950s did so as
summer students, or because they transferred hours from other colleges but
completed their degrees at Wofford. Most
years in the 1950s saw at least one woman graduate from the college.

The largest group of women on the campus in the 1950s was
nurses in the Spartanburg General Hospital’s nursing school. These women took science and social science
courses at Wofford. In 1955, President Pendleton
Gaines reported to the trustees that 58 nurses were taking courses on
campus.

Occasional talk about admitting women as full-time students
during the school year brought generally negative reaction from students. In the 1955 Old Gold and Black, one student commented “I wouldn’t want them in
class. I think Converse serves the
purpose for girls around here.” Another
opposed because “Girls would certainly be a distracting influence as far as
studying is concerned.” Several of the
comments revolved around changes that would have to happen in classes –
generally unspecified, but some thought that “you couldn’t have the frankness
you have in classes” with women students. Other students acknowledged advantages to coeducation, suggesting it was
a more natural environment and would promote better understanding between men
and women. The newspaper’s editorial a
week later, however, carried the headline “Girls as Dates, not Classmates,”
summarizing the arguments against coeducation that were already being
made.

Next time: the college investigates and moves to admitting
women as day students.