co educational

Look Into Education

Education leadership: the pros and cons of co-ed vs single-sex education.

September 16th, 2021

The interactions between girls and boys at school influence how women and men relate as equals in the workplace. This is part of the reason why advocates for coeducation say it is a way to socialize young people so they are better prepared for their futures in the workforce and society.

Coeducation and Curricula

Coeducation is the integrated education of males and females at schools and learning facilities. Coeducational schools reflect the diversity of society. Co-ed schools typically offer a curriculum that is accessible to all students and encourages a wide range of learning opportunities. By minimizing gender-linked stereotypes in coursework, educational opportunities can appeal to individuals’ interests, aptitudes, and motivations as opposed to categories like gender.

On the other hand, proponents of single-sex education say students can also flourish academically in single-gender classrooms. The National Association for Single Sex Public Education (NASSPE) asserts that schools that use best practices for gender-specific teaching may be more successful at teaching to boys’ and girls’ strengths.

Research shows the benefits and drawbacks of both models of education. In the past few decades, studies, including a comparison of same-sex and coeducational schools by the U.S. Department of Education, produced mixed results that are not conclusive enough to fully endorse either. Researchers on both sides of the debate continue to work and adapt to current education trends.

Benefits of Co-ed and Single-Gender Formats

Education leaders must evaluate both the merits and obstacles of the different learning environments. Here are common arguments for both coeducation and single-sex education. 

The Case for Co-ed

• Offers school diversity—students will find it easier to adapt in many different environments.
• Teaches equality and tolerance—co-ed schools treat students to be tolerant of each other.
• Promotes socialization—students enrolled in mixed classrooms experience being with members of the opposite sex and are comfortable interacting with each other.
• Prepares students for the real world—students are exposed to an environment that reflects the larger society.
• Improves communication skills—studying in co-ed schools can help an individual communicate in different ways.
• Challenges sexism—a co-ed environment gives students the chance to express themselves and share their views.

The Case for Single-Gender Education

• Lessons tailored to unique interests and skills—curricula in single-sex classrooms are developed without the influence of social expectations based on gender roles.
• Ease of forming relationships—camaraderie forms naturally without concerns about cliques and social status. 
• Minimizes distractions—students focus more on academics and extracurriculars.
• Removes double standard—girls and boys might be held to obviously different standards in co-ed environments but might not in single-sex schools.
• Breaking down gender stereotyping—students confidently pursue interests without the assumption of female- and male-dominated subjects.
• More relaxed environment—there is less of a desire to impress the other gender.

How Aspiring School Leaders Can Maximize Student Success The debate over coeducation vs single-gender education is just one of several educators are facing today. School leaders must incorporate changing attitudes to build effective educational models. William Woods University’s Online Education Specialist in Educational Leadership degree prepares individuals who are often already teachers to be leaders at the school-district level. This Education Specialist degree program features courses like Issues in School Superintendency, which examines the historical perspectives and issues that superintendents face—knowledge that can help educators maximize student success.

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coeducation

Definition of coeducation

Examples of coeducation in a sentence.

These examples are programmatically compiled from various online sources to illustrate current usage of the word 'coeducation.' Any opinions expressed in the examples do not represent those of Merriam-Webster or its editors. Send us feedback about these examples.

Word History

1850, in the meaning defined above

Dictionary Entries Near coeducation

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“Coeducation.” Merriam-Webster.com Dictionary , Merriam-Webster, https://www.merriam-webster.com/dictionary/coeducation. Accessed 19 May. 2024.

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College Coeducation from 1835 to the Present

Coeducation mattered to a greater extent in the more distant past than in the more recent and celebrated period of change.

Women represent 57 percent of all BAs in the United States today, and more than 97 percent of women will graduate from coeducational institutions. But until 1835, there were no coeducational institutions of higher education in the United States. Still, 60 percent of college women (in four-year institutions) attended coeducational institutions in 1900. In Putting the Co in Education: Timing, Reasons, and Consequences of College Coeducation from 1835 to the Present (NBER Working Paper No. 16281 ), co-authors Claudia Goldin and Lawrence Katz provide the first extensive examination of when coeducation developed in the United States, why it did, and what impact coeducation had on the college education of women.

The move to coeducation often has been depicted as sporadic and episodic. But Goldin and Katz find, to the contrary, that the change to coeducation was fairly continuous from 1835 to the 1950s before it accelerated (especially for Catholic institutions) in the 1960s and 1970s. Their conclusions are based on an analysis of data on all institutions granting four-year undergraduate degrees that were operating in 1897, 1924, 1934, and 1980. They also find that the increase in coeducation was not just due to a relative increase in publicly-controlled institutions. Some colleges opened as coeducational institutions and others switched from single-sex to coeducational in a relatively unbroken fashion, and this occurred in both the private and public sectors.

Goldin and Katz also reject the long-held belief that the strains of recession and a dearth of college-aged men during wartime were the driving forces in the nation's transition to coeducation, and the popular perception that a surge in coeducation began in the late 1960s led by elite colleges. Although it is true that for Catholic institutions and colleges in the northeastern states the shift to coeducation was more concentrated after the late 1960s, much of the change to coeducation across the nation had occurred earlier. In addition, many elite institutions had already become coeducational prior to the late 1960s, or were founded as such, including Brown, Cornell, Harvard, the University of Pennsylvania, Stanford, and the University of Chicago.

Goldin and Katz note that older and private single-sex institutions were slower to become coeducational. Those institutions persisting as single sex into the 1970s had lower enrollment growth in the late 1960s and early 1970s than those that switched earlier.

The authors also find that the rise of coeducation in the United States in the 1920s and 1930s was associated with increased educational attainment for women. The share of women who completed some college was positively related to the share of institutions that were coeducational in their respective states in the 1920s and 1930s. Coeducation, the authors find, is good for women's college education. Furthermore, coeducation mattered to a greater extent in the more distant past than in the more recent and celebrated period of change.

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• Education: Terms and Concepts

Coeducation and Same-Sex Schooling

The question of how to educate men and women together has had a long and rather turbulent history. It has been linked to questions of morality in the socialization of children, equality between the sexes, and higher academic achievement for both boys and girls. By and large, conservatives have advocated separate schooling for males and females, while liberal educational reformers typically have been champions of coeducation. In recent years this pattern has shifted somewhat in the United States , as feminists have endorsed separate schools as a means of supporting women's success, and reformers have explored the effect of all-male schools on African-American students' achievement. While coeducation has grown in popularity elsewhere, gender-segregated schooling continues to predominate in many other areas of the world. As a consequence, the question of gender and education continues to cause controversy.

Throughout much of history, separate education of boys and girls was the norm. This reflected the different roles society assigned to each gender and the unequal status of men and women in most premodern societies. By and large, male literacy rates were much higher than female literacy rates. Boys were trained for the worlds of work, politics, and war; while girls were prepared for the domestic spheres of home, hearth, and nursery. The very idea of coeducation posed a threat to this traditional division of labor, and it therefore held the potential to undermine the existing hierarchy.

Early Coeducation Efforts

During the eighteenth century, coeducation began to appear on a widespread basis in English-speaking regions of North America . Ideologically, the movement can be linked to Reformation-inspired religious dissention and to conditions of life in a frontier society. Coeducation was first practiced in New England , the region with the best-developed schools; most of these were intended to provide literacy instruction for religious education. The practice of enrolling both boys and girls in school together probably stemmed from the growing incidence of female church membership, as well as from the practical requirements of finding enough children to support the schools in a thinly inhabited countryside.

The years immediately following the American Revolution witnessed a surge of interest in female education and a growing perception that women had a critical role to play in the socialization of children of the new republic. This view – combined with a widely dispersed, largely agrarian population – helped to make coeducation a highly popular practice by the early nineteenth century, at least in the northern and western regions. Although coeducation was somewhat less commonplace in the larger U.S. cities, where traditional European norms prevailed, reformers vigorously urged its adoption, arguing that combining the sexes in school was a reflection of their "natural" mingling in two other important institutions: church and family. Pioneering experiments in coeducational higher education at Antioch and Oberlin Colleges in the antebellum period helped pave the way for more widespread acceptance of the practice. By the 1890s, the vast majority of American school children were enrolled in coeducational schools, a far higher percentage than in any other nation. Most children were enrolled in common or primary schools, but coeducation also had become widespread in secondary schools and colleges. By 1900 about 70 percent of American institutions of higher education admitted both men and women. Coeducation had become a standard American practice – one that clearly distinguished schools in the United States from educational institutions elsewhere.

The Case Against Coeducation

This did not mean that coeducation was adopted without controversy. It became a source of contention with regard to high schools and colleges, especially during the late nineteenth century. Certain male doctors argued that extended education was dangerous for women, who could be harmed by overexertion caused by competition with male students. Other opponents of coeducation protested on religious and moral grounds, maintaining that the hazards of impropriety were higher when young men and women were placed in such close proximity for long periods. But these arguments were countered by a host of voices defending coeducation as a practical success and a virtue of the American system of education. School authorities refuted claims that schooling made girls sickly, and parents willingly sent their daughters to coeducational high schools and colleges. School leaders also argued that coeducation was necessary for the success of secondary institutions, because restricting them to males would make the support of such schools impractical in all but the largest communities. Some educators even suggested that the girls represented a calming or "civilizing" influence on the boys, and that the presence of young men in the classroom may have helped to spur their female classmates to greater success. Taken together, these arguments represented a powerful affirmation of coeducation in the United States . Single-sex institutions persisted in larger cities, however, as well as in the American South, where conservative European traditions persisted.

Other Countries Consider Coeducation

The adoption of coeducation in other countries proceeded more gradually. Scandinavia was one of the earliest regions to adopt mixed-gender schools; coeducational institutions date from the eighteenth century in Denmark and the nineteenth century in Norway . Despite some isolated experiments in Great Britain , Italy, and Germany , however, the weight of tradition posed a powerful obstacle to its advancement elsewhere. Coeducation was closely associated with women's rights in the public mind, and the limited appeal of the early feminists constrained its acceptance. Europe 's relatively high population density made sex-segregated primary schooling logistically practical, and secondary education was largely limited to elites and was dominated by male students. Women were admitted to institutions of higher education in the late nineteenth century, but except for a small number of intrepid pioneers, their absence from secondary schools made matriculation of women impractical at most universities. The first major challenge to this pattern occurred in Russia following the Bolshevik Revolution; there, women were afforded greater access to education, often on terms that were equivalent to those of men. Coeducation was consistent with radical conceptions of equality, and it was an efficient means of rapidly boosting student enrollments, helping the newly formed Soviet Union to meet its growing requirements for trained workers in a variety of fields. By and large, however, the Soviet model of coeducation was not followed by the rest of Europe.

A Backlash Develops in America

Coeducation became a matter of debate again in the United States in the opening decades of the twentieth century, as the number of high school students rose dramatically. New curricula were devised for female students, including courses in home economics , commercial (secretarial), and trades (especially garment-making). Boys, on the other hand, enrolled in such classes as industrial arts, bookkeeping, and commercial geography. These different courses reflected a growing recognition of the importance of schooling to the labor market, and of the sharp division of labor that continued to distinguish the work of men and women. Even if young men and women attended the same schools, the dictates of the larger society's conception of sex roles and gender-appropriate forms of work exerted considerable influence on educational institutions

At about the same time, certain groups resisted coeducation. Catholics objected to the practice on moral and religious grounds, arguing that it raised the specter of promiscuity and invited an unhealthy competition between the sexes. Echoing the arguments of curriculum experts who advocated separate vocational courses for young men and women, these critics claimed that the principle of differentiation was rooted in religion, and that males and females had profoundly different purposes to fulfill. For this reason, the vast preponderance of Catholic secondary schools remained single-sex institutions, even though many parochial grade schools observed the American practice of coeducational classes. Other private schools also resisted coeducation, largely in deference to traditions upheld within the upper echelons of society, which often followed European norms. Thus, while coeducation remained widely popular in the United States, its reach was hardly universal. The sexual division of labor and traditional concerns about propriety and the protection of young women continued to exert an influence on school policies. It would not be until after World War II that these limitations would change dramatically.

Coeducation Continues To Spread

Several developments accounted for the worldwide advancement of coeducation during the twentieth century, accelerating after 1945. One was the global spread of American influence after World War II . The conflict had devastated Europe and thus softened resistance to new modes of education for both sexes. Perhaps even more important was a gradual shift in gender roles, providing women with greater opportunity for involvement in life outside of the domestic sphere. This was especially manifested in rising rates of female participation in the labor force, perhaps most evident in America and Europe but also apparent in other countries. These developments bolstered arguments that educational opportunities open to women ought to be equivalent to those available to men, and coeducation came to be seen as the most direct and practical road to achieving such equity. Finally, a revolution in sexual mores came to characterize the decades during the second half of the century, becoming widely influential in the 1960s; this cultural change reduced popular resistance to coeducation on moral and religious grounds. Together, all of these influences helped to usher in a new period of swift progression in coeducational practices in the United States and elsewhere.

Coeducation spread slowly throughout America. Singlesex schools began to consider becoming coeducational in the 1950s and 1960s. These developments were abetted by the civil rights movement, which not only raised public awareness of racial inequities in education, but also helped to foster feminism. Calls for gender equity in education put pressure on institutions to respond to perceptions that single-sex education was inherently unequal. Perhaps the greatest changes occurred at Catholic schools and colleges. Many of these institutions adjusted their admissions policies as a result of public pressure, partly due to the desires expressed by potential students. As demand increased for a coeducational experience in high school and colleges, many other private schools and colleges also altered their policies. Survey data suggested that fewer and fewer students were interested in the single-sex experience. While coeducation had long been popular in the United States, it reached unprecedented levels of public acceptance. At the same time, gender-segregated education remained most common in those curricula closest to the labor force. While the number of women increased sharply in such formerly male-dominated domains as law and medical schools, fields such as nursing, clerical work, carpentry, and auto repair remained segregated by sex.

Similar changes occurred throughout Europe. The spread of coeducation was even more pronounced, however, largely because the practice had been so rare. In many European cities, primary education became largely coeducational, although elite secondary schools in Germany and elsewhere continued to resist the practice. In France and Great Britain , coeducation became the norm more quickly; furthermore, the development of American-style "comprehensive" institutions eventually ushered in greater gender equity. Perhaps the biggest change, however, occurred at the universities; the preparation of larger numbers of women at the secondary level led to rising postsecondary enrollments.

Elsewhere in the world, the adoption of coeducation was less certain. In Japan women's matriculation consistently lagged behind other developed societies, and gender segregation persisted in higher education. Other countries witnessed dramatic improvements in women's education, however, and they widely practiced coeducation as educational opportunities expanded. This was true, for instance, in Cuba and China . In some other developing countries, on the other hand, traditional and religious influences inhibited the growth of female education, especially at the secondary level and in universities. In much of Africa and in the Arab nations, coeducation continues to be frowned upon or strictly forbidden.

Same-Sex Schooling Regains Momentum

The drive for gender equity in American education continued during the 1970s and 1980s, pushing coeducation forward. Title IX legislation, passed by Congress in 1972, heightened public awareness of equity issues related to gender and contributed to institutional change in the 1980s and 1990s. At the same time, however, competing forces existed. An influential conservative political movement, represented by the presidency of Ronald Reagan; public concerns about sexual freedom; a rise in unmarried – particularly teenage – pregnancy; and the growth of sexually transmitted diseases led to a reexamination of coeducational policies. Simultaneously, feminists who were concerned about the slow advance of women into fields such as mathematics began to question the logic of coeducation as the principal means to educational equity. In the late 1970s, researchers began to note higher levels of female academic achievement at singlesex colleges compared to coeducational institutions. In a 1992 published report, the American Association of University Women questioned whether coeducation was the best way to achieve higher levels of accomplishment for young women. They postulated that females were likely to be ignored in class discussions and subjected to threats of sexual harassment. These findings contributed to a resurgence of interest in women's colleges. Educational reformers were similarly concerned about the low academic performance of young urban African-American males. They began to explore the feasibility of all-male academies, to provide an environment free of distractions in which these students could focus on achievement. These ideas and experiments posed a serious challenge to the principle of coeducation, and they marked the first major setback in its ascendancy during the postwar period.

Historically, coeducation has been associated with the idea of equality between the sexes in education and greater opportunities for women. Its advancement has marked the growth of women's rights and the expansion of the modern educational system to serve all segments of the population. The rise of coeducation has followed the movement of women into education, especially at the secondary and postsecondary levels. First widely observed in the United States, the practice of coeducation has spread significantly, although its advance has been uneven in many parts of the developed world, and slow to nonexistent in the developing world. As a rule, resistance has been greatest in societies where women's rights have been most rigidly constrained. Even in morally liberal societies such as the United States, recent developments suggest that there is a natural limit to the extent of coeducation's appeal. Renewed interest in single-sex schools indicates that the controversy over coeducation is not likely to subside soon.

See also: Education, Europe; Education, United States; Girls' Schools; High School; Junior High School ; Women's Colleges in the United States .

bibliography

Albisetti, James. 1988. Schooling German Girls and Women: Secondary and Higher Education in the Nineteenth Century. Princeton, NJ: Princeton University Press.

King, Elizabeth, and M. Anne Hill, eds. 1993. Women's Education in Developing Countries: Barriers, Benefits, Policies. Baltimore , MD: Johns Hopkins University Press.

Komarrovsky, Mirra. 1985. Women in College. New York : Basic Books.

Riordan, Cornelius . 1990. Boys and Girls in School: Together or Separate? New York : Teachers College Press.

Solomon, Barbara Miller. 1985. In the Company of Educated Women. New Haven , CT: Yale University Press.

Tyack, David, and Elisabeth Hansot. 1990. Learning Together: A History of Coeducation in American Schools. New Haven , CT: Yale University Press.

Wilson, Maggie, ed. 1991. Girls and Women in Education : A European Perspective. New York : Pergamon.

John L. Rury

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RURY, JOHN L. " Coeducation and Same-Sex Schooling . " Encyclopedia of Children and Childhood in History and Society . . Encyclopedia.com. 15 May. 2024 < https://www.encyclopedia.com > .

RURY, JOHN L. "Coeducation and Same-Sex Schooling ." Encyclopedia of Children and Childhood in History and Society . . Encyclopedia.com. (May 15, 2024). https://www.encyclopedia.com/children/encyclopedias-almanacs-transcripts-and-maps/coeducation-and-same-sex-schooling

RURY, JOHN L. "Coeducation and Same-Sex Schooling ." Encyclopedia of Children and Childhood in History and Society . . Retrieved May 15, 2024 from Encyclopedia.com: https://www.encyclopedia.com/children/encyclopedias-almanacs-transcripts-and-maps/coeducation-and-same-sex-schooling

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Coeducation

Coeducation.

COEDUCATION, the practice of educating male and female students in the same institution, is the dominant mode at all levels of education in the United States . The custom began in the colonial period, when New England colonies legally obligated parents to teach reading and writing to boys and at least reading to girls. While much of this education took place in the home, many towns also funded primary schools. Elsewhere, subscription schools were open to male and female students whose parents contributed to the schools' operating costs. Female education expanded after the American Revolution , when the ideology of republican womanhood supported elite women's arguments that educated wives and mothers were essential to an enlightened citizenry. By the early nineteenth century, a few chartered academies admitted girls on an equal basis with boys; others allowed girls restricted use of their facilities. Although coeducational secondary schools had appeared by the 1840s, people generally maintained that girls (as well as most boys) required no education beyond elementary school . Paradoxically, rising female attendance necessitated more elementary school teachers, which eventually opened up educational opportunities for women.

Oberlin College (founded in Ohio, 1833) provided the first model of coeducational college education. Other small religious colleges adopted coeducation for financial reasons. In 1855 the University of Iowa became the first public institution to establish coeducation, followed by state universities in Wisconsin (1865), Kansas (1869), and Minnesota (1869). Both private and public schools frequently denied women full use of facilities or unrestricted attendance in classes. Several prestigious universities resisted coeducation, opting instead for coordinate colleges like Harvard and Radcliffe. Most of these institutions adopted full coeducation by the mid-1970s. In the 1990s, women seeking admission to The Citadel and Virginia Military Institute, the only remaining public men's colleges, forced the courts to consider whether excluding women from universities promotes harmful and archaic stereotypes about men and women. Conversely, some single-sex colleges see coeducation as restricting freedom of choice and threatening their existence.

Although coeducation prevailed in the early 2000s, some asserted that it has had mixed results for precollegiate boys and girls. By the early 1990s, the American Association of University Women reported that girls did not receive the same quality or quantity of education as boys because male students demanded more disciplinary attention from their teachers. By 1994 some school districts had established single-sex math and science classes for girls to improve their performance on standardized tests. Studies in the late 1990s found that boys, whose emotional development often lags behind that of girls, can also benefit from a single-sex environment.

BIBLIOGRAPHY

Howe, Florence. Myths of Coeducation: Selected Essays, 1964–1983. Bloomington: Indiana University Press, 1984.

Kaestle, Carl F. Pillars of the Republic: Common Schools and American Society, 1780–1860. New York : Hill and Wang, 1983.

Solomon, Barbara Miller. In the Company of Educated Women: A History of Women and Higher Education in America. New Haven , Conn.: Yale University Press, 1985.

Tyack, David, and Elisabeth Hansot. Learning Together: A History of Coeducation in American Schools. New Haven , Conn.: Yale University Press, 1990.

Myrna W. Merron / s. b.

See also Education, Higher: Colleges and Universities ; Education, Higher: Women's Colleges ; Schools, Single-Sex ; Women's Educational Equity Act ; Women's Studies .

Merron, Myrna W. " Coeducation . " Dictionary of American History . . Encyclopedia.com. 15 May. 2024 < https://www.encyclopedia.com > .

Merron, Myrna W. "Coeducation ." Dictionary of American History . . Encyclopedia.com. (May 15, 2024). https://www.encyclopedia.com/history/dictionaries-thesauruses-pictures-and-press-releases/coeducation

Merron, Myrna W. "Coeducation ." Dictionary of American History . . Retrieved May 15, 2024 from Encyclopedia.com: https://www.encyclopedia.com/history/dictionaries-thesauruses-pictures-and-press-releases/coeducation

co-education

co-ed·u·ca·tion / ˌkōˌejəˈkā sh ən / • n. the education of students of both sexes together. DERIVATIVES: co·ed·u·ca·tion·al / - sh ənl / adj.

" co-education . " The Oxford Pocket Dictionary of Current English . . Encyclopedia.com. 15 May. 2024 < https://www.encyclopedia.com > .

"co-education ." The Oxford Pocket Dictionary of Current English . . Encyclopedia.com. (May 15, 2024). https://www.encyclopedia.com/humanities/dictionaries-thesauruses-pictures-and-press-releases/co-education

"co-education ." The Oxford Pocket Dictionary of Current English . . Retrieved May 15, 2024 from Encyclopedia.com: https://www.encyclopedia.com/humanities/dictionaries-thesauruses-pictures-and-press-releases/co-education

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coeducational

[ koh-ej- oo - key -sh uh -nl ]

a coeducational state college.

coeducational programs.

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Other words from.

• coed·u·cation·al·ism noun
• coed·u·cation·al·ly adverb

Word History and Origins

Origin of coeducational 1

Example Sentences

When he attended Marymount Manhattan College it was transitioning from all women to coeducational, and though he was studying technical theater and not acting, he landed all the male leads in the college’s plays.

Unusually for the era, Tuskegee was coeducational from the first.

Speak of coeducational colleges and State Universities; have they advantages over the rest?

Marriages between those who have gone to coeducational colleges appear to have a still higher chance of success.

The college was a coeducational institution, and the boys and girls were in fair measure paired off in congenial fashion.

She was like a girl grind in a coeducational college who determines to head the class and to that devotes all of a sexless energy.

Already coeducational colleges incline to more careful leadership for their girls.

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co-education

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The teaching of girls and boys together in the same school and the same class. Whereas primary education has generally always been co‐educational (although up to the 1950s there were often separate entrance doors for boys and girls), it was often the case in the first two‐thirds of the 20th century that boys and girls would attend separate schools for their secondary education. Since the Education Act 1944 (Butler Act) the trend has been towards co‐educational secondary provision. Some researchers suggest that boys achieve better in mixed (co‐educational) classes, while girls may achieve more highly, particularly in science subjects, in single‐sex schools. See also gender.

From:   co‐education   in  A Dictionary of Education »

Subjects: Social sciences — Education

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Meaning of coeducational in English

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• Berkeley College is a coeducational institution that specializes in business .
• She said that girls tend to do better academically in single-sex schools than in coeducational ones .
• Students could be assigned to either single-sex or coeducational classes .
• They turned the struggling women's school into a co-educational college .
• We offer co-educational programs for those aged 14 to 21.
• boarding school
• business school
• center of excellence
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• comprehensive
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Definition of co-educational adjective from the Oxford Advanced Learner's Dictionary

co-educational

• The school has now made the decision to go fully co-educational.

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Definition of 'co-educational'

• co-educational

Examples of 'co-educational' in a sentence co-educational

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Fitness Center Summer Campus Employment - Student Worker 2024

Job posting for fitness center summer campus employment - student worker 2024 at mercy university, job posting summary.

Reporting to the Head Strength & Conditioning Coach, the Fitness Center Student Worker is responsible for assisting in supervision of all aspects of the Mercy College Fitness Center. Responsibilities include but are not limited to the following:

• Managing student and staff check in process during open hours
• Attending to daily gym maintenance; upkeep and cleanliness of the fitness center overseeing fitness center use
• Enforcing policies and procedures
• Tracking and reporting ongoing patron usage statistics
• Providing positive energy and friendly service to student and staff population during use of the fitness center. This position will require varied hours. Applicants should have a strong work ethic and desire to assist in fitness center use.

Qualifications

• Earn a minimum 2.75 GPA in each semester prior to the summer
• Enrolled as a full-time student for the next fall term before the start of the summer
• Behavior/Conduct records in University Housing and the Associate Dean of Students Office will be checked when making hiring decisions. These records may or may not affect the final hiring decision.

About Mercy

Mercy University is a dynamic, diverse New York City area university whose students are on a personal mission to get the most out of life by getting the most out of their education. Our institution is an independent, coeducational university that offers more than 90 undergraduate and graduate degree and certificate programs within six schools: Business, Education, Health and Natural Sciences, Liberal Arts, Social and Behavioral Sciences and Nursing. Mercy's efforts in these programs have been recognized over the last several years. As a federally designated Hispanic Serving Institution (HSI), Mercy University, has been honored by being ranked nationally among the top colleges in the country for Hispanics by the Hispanic Association of Colleges and Universities (HACU). Mercy University was further recognized by HACU as a national leader in awarding bachelor's degrees to Hispanics in several disciplines, including Psychology, Sociology and Business. Additionally, to support our diverse student body, Mercy University has pursued and been awarded a number of federal grants which enable us to better develop and deliver services to our students. Mercy University is proud to be recognized as an institution which helps under-served students to achieve their educational aspirations. Westchester Magazine has also named Mercy the Best College in Westchester County in 2019, 2020 and 2022. The vibrancy of the University culture is sustained by a diverse student body from around the region. Enrollment, including full-time and part-time undergraduates and graduates is approximately 8,800; The University offers campuses in Dobbs Ferry, Bronx, Manhattan as well as online offerings. At Mercy University we strive to provide employees and their families with a comprehensive and valuable benefits package. We offer high-quality health care plans, retirement benefits, tuition discounts, flexible spending, and much more.

EEO Statement

Mercy University is an equal opportunity employer. Mercy University actively engages in recruiting a diverse workforce and student body that includes members of historically underrepresented groups and strives to build and sustain a welcoming and supportive campus community. All qualified applicants will receive consideration for employment without regard to age, race, color, national origin, ethnicity, creed, religion, marital status, sex, sexual orientation, gender, gender identity, pregnancy, height, weight, genetic information, disability, or protected veteran status. The posted salary range for this position is based on several legitimate, non-discriminatory factors set by the company. The University is committed to ensuring equal pay opportunities for equal work regardless of gender, race, or any other category protected by federal, state, or local pay equity laws.

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