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ED 196 338

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ABSTRACT

DOCUOEUT RESUME

HE 013 327

Creange, ReneeStudent Support Services: Re-entry Women Need ThemToo. Field Evaluation Craft.Association of American Colleges, Washington, D.C.Project on the Status and Education of Women.Department of Education, Washington/ D.C.Oct 80G079-0107013p.: For related documents, see HE 013 324-326.Women's Re-entry Project, Project on the Status andEducation of Women, Association of American Colleges,1818 R Street, NW, Washington, DC 20009.

MF01/PC01 Plus Postage.Access to Education; Adult Students; *AncillarySchool Services: College Housing; College Students:Extracurricular Activities: Federal Legislation:*Females: Food Service: Higher Education; informationServices: Job Placement: Legal Aid; hedical Services:Nontraditional Students: *Reentry Students; SchoolHealth Services; *Student College Relationship:Student Employment: *Student Needs; StudentPlacemen Student Transportation; *WoaensEducation

Barriers re-entry women often encounter as theyattempt to use basic support services at colleges and universitiesare described, and ways in which the accessibility and quality ofsuch services may be improved are suggested. The following servicesare covered: information services, transportation and commuterservices, housing and food services, medical insurance and healthcare services, student employment and graduate placement services,legal services, and extracurricular activities. A wide range ofpossible actions, many based on currently operating programs,cited so that institutions can pursue those most appropriate to theirindividual circumstances. Information on Title IX of the EducationAmendments of 1972 and the Age Discrimination Act of 1975 isincluded. It is concluded that through careful coordination amongsupport service offices, dissemination of information, and periodicself-evaluation, an institution can provide more accessible supportservices to all students and be responsive to the special needs ofthe growing re-entry population. A selected list of resources isincluded, along with a field evaluation questionnaire for the draftof this paper. .(SW)

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Field Evaluation DraftW® en

Student Support Services: Reentry Women heed Them Too*

TABLE OF CONTENTS

Page

INTRODUCTION

INFORMATION SERVICES2

Developing Information Materials and Services

Mr Reentry Women

Recognizing Reentry Women in Regular

Publications and Media Activity

Coordinating Information Voris3

TRANSPORTATION AND COMMUTER SERAi 3

Gelling to School and Back .. 3

Parking4

Getting Around Cam .

Bringing Me Campo_ , 5

HOUSING ANO FOOD SERVICES 5

Providing Housing Options Mr Reentry women 5

Food Services 6

MEDICAL INSURANCE AND HEA.IY

CARESERVICES .... . 6

Paying for Medical Insurance a"

Services on Campus .. 6

Health Care Services . 6

Dergency Contact 7

Policies Concerned with Health Related Leave .... 7

Page

STUDENT EMPLOYMENT A E GU.D,;;F.

PLACEMENT SERVICES

Graduate Placement Sere 8

LEGAL SERVICES .... 8

EXTRACURRICULAR ACTIVITI::, 8

LEGAL CONSIDERATIONS . .. 9

CONCLUSION ,... , . . . 10

SELECTED LIST OR RESOURCE 11

WANTED:YourOpinion

As part of its WEEA project on the educational needs of

reentry women and other nontraditional postsecondary

students, the Project on the Status and Education of

Warner seeks your reactions and comments on each

one of the papers developed. Please help us by filling

out the brief questionnaire at the back of this paper and

return it by December 15,1980 in the prepaid envelope

we have provided. We loch lonvaidto receiving your sue.

gestions.

INTRODUCTION

Colleges and universities have generally provided an

I oneampus support services to assist their std.

° dents. Now, however, the student population is chang.

ing, Increasing numbers of adult women who have in

lerrupted their education are returning to colleges andaka

5" universities or are considering doing so. In order to at

tract reentry women and to assist them in achieving

kp lull participation once they are on campus, institutions

2 may wish to examine how existing support services can

best help reentry women and to decide whether addl.

tional services are necessary.

Support services vary from campus to campus. How

ever, almost every institution provides some basic set.

vices such as housing and food service, medical inset.

ance and health care programs, student employment

and graduate placement services, and extracurricular

activities. Some institutions also offer special Vendor

lotion services or facilities for student commuters as

well as legal services. Most institutions distribute pub

lications to make potential students aware of what set.

vices are available on their campuses and to help erk

tolled students use support services effectively.

Reentry women may need particular support sun

vices, such as onampus child care facilities, counsel.

ing, financial aid, and refresher courses in basic skills,

as well as information on transfer and residency re

quirements, graduate study, alternative degree ()lotions

and related issues. The Project on the Status and Ede

cation of Women has explored each of these areas in a

separate paper,' However, reentry women also need

many of the basic support services provided for trade

Lionel 18.22 year old students, but existing support ser

vices may not be equally accessible to or suitable for

them.

Reentry women, for example, are more likely than

their classmates to be married andlor to have children,

endless likely to reside on campus.They may find it

fiat to learn about support services and even harder

to make use of them. If, for instance, the student ern

ployment office or health care clinic is open primarily

during those hours when reentry women are in class or

attending to responsibilities away from campus, they

may find it difficult to investigate student employment

opportunities or to obtain affordable health care. Re

entry women who are employed in the community and

have returned to school on a partlime or evening basis

' This paper was written by Renee Creange and edited by Roberta M. Hall. Staff from theWomen's Reentry Project and the Project

on the Status and Education of Women alsoconiributedlothe research and development of this paw.

ftmiwirT

FIELD EVALUATION DRAFT: This paper was developed under Grant PG007961070tram the Women's Educational Equity Act

Program of the Department of Education. Opinions expressed heredo not necessarily reflect the position or the policy of Mg

Department al Education, or the Association of American Colleges, andno official endorsement should be interred. For further

Information, contact the Women's Reentry Project, Project on the Status and Education of Women, Association of American

Colleges, 1818 R SI., NW, Washington, DC 200091202138'1.1300.

Field Evaluation Draft

SEF=b1W.-

may find access to existing services and personnel

even more difficult. Further, institutional policies and

practices regarding campus employment, medical in.

surance, health care and other basic services may inad

vertently exclude or discriminate against returning

women students.

This paper briefly describes barriers reentry e:dmen

often encounter as they attempt to use basic support

services and suggests ways in which the accessibility

and quality of such services may be improved. The sec

vices covered in this paper include:

Information Services

Transportation and Commuter Services

Housing and Food Services

Medical Insurance and Health Care Services

Student Employment and Graduate Placement

Services

Legal Services

Extracur,cular Activities

Institutions may also wish to evaluate whether their

bookstores, libraries, and like facilities are open on suf.

licienny flexible schedules to allow reentry women ac-

cess to them, and whether these facilities are staffed

by personnel able to familiarize reintry women with in

novations such as computer information systems

which are now snidely used?

Whether or not a particular suggestion is appropriate

will depend on the characteristics of the institution and

those of its reentry students. A wide range of possible

actionsmany based on programs already operating

on campuses around the countryare included so that

institutions can pursue those most appropriate to their

individual circumstance? Because some of the barriers

which limit the access of reentry women also limit the

access of other nontraditional students, institutions

are likely to find many of the recommendations in this

paper helpful in increasing educational opportunities

and participation for other nontraditional students as

we,l. Indeed, although reentry women may have a more

Nee need for certain support services than adult stip

dents generally or than students of traditional college

age, many of the suggestions made here may benefit all

students.

INFORMATION SERVICES

Obtaining essential information about an institution

and its services is generally more difficult for the re

entry woman than for her younger classmates. She is

more likely to 11.,,F! h^en out of an academic situation

for a sustained 1 less likely to have time to ad.

lively seek r .rmation either from staff or

from °the Consequently, many existing c.

pus servi o underutilized by reentry web,

who may ue uodvdfeol their availability.

DAloping Intonation Materials and

Services for Rte.entryWNamen

4Although most colleges and universities provide

their Students with extensive written materials before,

during and after enrollment, the format and content 01

many 01 these publications may be inadequate or Mao.

propriate for older students. Some student handbooks,

lor example, tend lobe helpful primarily to those who

are already substantially acquainted with the ways in

which colleges and universities function and may not

meet the needs of the reentry woman enrolling in a

postsecondary institution for the first time. Further

more, in addition to detailed written materials, she may

need a reliable personal source of information who can

quickly and clearly provide answers to basic questions

and advise her on where to go, whom to see, and how to

acquire specific information about a variety of con.

corns.

What the Institution Can Do

Develop a booklet specifically designed to meet

the needs of reentry women. The University of

Maryland at College Park has issued a booklet

called 'Second Wird," khendbook for returning

students. Compiled by reentry students and staff

of the Program for Returning Students, the hand

book provides a list and description of support

services particularly relevant to reentry students

along with the phone number of a person or office

to call for additional information about each item.

Institute a "hot line" to help reentry women ob.

lain information about eligibility for financial aid,

campus and community housing, health services,

etc. Such a "hot line" might also serve as an aid

in recruiting reentry women,)

I Develop a dialaccess inforrtion system with

two or thiee.minute recorded messages that pro.

Vide answers to routine questions. The University

of California at San Diego does this for all campus

services,

0 Designate specific persons to work with reentry

women.

" Arrange for contact between the reentry woman,

a counselor, and an academic advisor.

I Establish a newsletter specially for reentry siJ

dents, Such newsletters, which include inform.

lion about reentry students and programs of

special interest to them as well as news about

general campus activities and community adult

services and activities, have been started by re.

entry student associations and less formal

groups of re.entlf students on many campuses.

The University of California at Santa Barbara has

a.uch a newsletter

for and about

lination services. For exL,

Information Service for :Jahn

SE) at Middle Stale Tennessee Lini :roily pro.

vides a wide array of services and information to

women both on and off campus. In addition to

programmatic activities such as counseling and

career planning, a 2our crisis telephone line,

and other services, it also provides specific Infer-

male to women who ate interested in returning

In school or currently enrolled.

3


Publish a directory of adult students, faculty andstaff willing to offer information and advice to po-tential or newly enrolled re-entry omen. TheCenter for Continuing Education of Women at theUniversity of Michigan publishes a staff resourcelocator which includes pertinent professional andpersonal information about each resource person(e.g., "Graduate student and working wife andmother," "Graduate student and recently relo-cated single parent," "Professor of Geographyand Associate Director for Instruction, Residen-tial College") along with addresses and phonenumbers. The directory also lists designated con-tact persons in various student services officesand in on- and off-carnpus service and profession-al groups.Hold a special reception to introduce re-entrywomen to the women's network and career oppor-tunities in the, surrounding ccmmunity. At tha'University of California. Santa (%ruz, for example,some 60 business and professional wo:nengreeted re-entry women students and shared in-formation about women's groups and activities inthe city. This sort of program often provides re-entry women students with both role models andinformation about career opportunities_

Recognizing Re-entry Women inRegular Campus Publications and Media Activity

While re-entry women often find specialized informa-tion services and publications such as those notedabove to be very helpful, they also need to feel they area welcome part of the institution they have chosen toattend. All too often, re-entry women feel their pres-ence on campus is either regarded as an intrusion or ig-nored.One factor contributing to such feelings is thefact that many institutions rarely mention re-entrywomen in regular campus publications or other institu-tional media. Recognizing re-entry women wheneverpossible in the full range of institutional informationsources will not only help re-entry women feel more athome on campus but may also help younger studentsbecome aware of the contributions re-entry women canmake to their campus.

What the Institution Can DoEvaluate current publications to insure that re-entry women are mentioned vhnro appropriate.Revise the ot!dent Nnndboof Miter campuspublications, to include alist of ca ,,es and organiztic is, to c try population on itfDcampus, ..mL: H due ,;lures and mention ofre-entry women where appropriate.Inform public relations personnel about re-entrystudents and services.Brief the staff of college newspapers and radiostations on re-entry women. Editors and broad-casters who are aware of the presence and needsof re-entry women are more likely to give coverage

to issues of particular concern to re-entry women.Such coverage may help make the campusclimate more congenial to re-entry womenstudents and may also serve le attract potentialre-entry women to the institution.

Coordinating Information EffoAsProviding information to ane about re-entry women

usually necessitates coordinnting the efforts of severalinstitutional departments such as admissions offices,campus publication and communciation offices, stu-dent services off and re-entry student associationswhere they have already been established.

What the Institution Can DoEstablish a committee (temporary or permanent)to evaluate information needs of re-entry women,and to review current publications. Include re-entry women on the committee.Develop a plan to disseminate materials In admis-sions packets, at registration, and in the com-munity for potential students.

TRANSPORTATION AND COMMUTER SERVICESTransportation to, from and around campus is a

critical need for many re-entry women, particularly be-cause they are more likely to commute to school thanto live on campus. Re-entry women often already residein a nearby or outlying area, and are likely to havefamilies in the community and/or to be employed. Likeother older students, some re-entry women prefer to re-tain a degree of independence from the academic com-munity and may choose to live off campus. Women inrural areas may be effectively cut off from educationalopportunitius on campus because private and publictransportation are unavailable or inadequate. Women insuburban or urban areas may find that the time, discom-fort and even the .danger of commutingparticularlyfor evonng studentsoutweigh or seriously diminishthe rewards of returning to school. Whatever their rea-sons, re-entry women are usually commuters and mayneed support services specifically designed to accom-modate the commuting problems they are likely to ex-perience.

Re-entry women are not alone: indeed, the majority ofall postsecondary students are currently commuters.Fifty-six percent of all full-time students and almost 94percent of part-time students live at home; most ofthese students drive their cars to campus!' Thus, trans-portation 3ervic, provided by an institution are likelyto -ve a '?,rs as well as re-entry women.

end BackI. Li. .ag to facilitate transportation to

and from cam, $ may consider coordinating their ef-forts with exit lg forms of transportation provide ' bycommunity agencies. In some instances, re-entrywomen, as well as other student commuters, may beable to use existing special transportation serviceswhen arrangements have been made by their institu-tions.


Some institutions may wish to establish their owntransportation services. In addition to providing much-needed transportation for student commuters, such aservice also provides part-time paying jobs for studentsof all ages.

What the Institution Can DoWork out agreements with community bus lines.After re-entry and nontraditional students at Ed-monds Community College (WA) participated in astudy of transportation preferences and pro-blems, the college reached an agreement with thecity by which the municipal bus system woulduse the college and senior cenius as regular busroute terminals.Where possible make use of transportation services provided by municipal departments andcommunity organizations. Parks and recreationdepartments, the Scouts, and boards ofeducation often own and operate -heir own busesand will sometimes cooperate in the transporta-tion of older students to campuses and otherlocations.Arrange for dial-aride or dial-a-bus progmms. Fre-quently sponsored by local offices on aging,senior centers, retirement homes, etc., these pro-grams usually pick people up at central pointsand deliver them to shopping centers, medicalcenters, college campuses, and other locations.Some programs will also transport people to anyspecific local destination.Use tuition rebates to help commuting studentsdefray the cost of driving to campus. Using theslogan "You take the class. We'll pay the gas" inbillboard and radio spots, Simpson College (IA) of-fers students a tuition reimbursement based ondistance and frequency of trips.Investigate rural transportation services. Ruralcommunities in Iowa have a county-operated rare-gram called "SEATS" (State Elderly AreaTransportation System) which provides door -to-door transportation on 24hour advance notice.Establish a student minibus system. GeorgetownUniversity (DC) operates five minibus routes in thegreater Washington area and provides service forstudents travelling from off-campus housing tothe main campus and also to the University's LawCenter. Buses are operated by students employedpart-time, and carry passenge;,3 with student [Dsfor a fare of 40c.Explore obtaining state or federal funding to helpestablish such a service. A few colleges have pur-chased minibuses or Vtneys with federal, stateand/or local funds such as those available underTitle III of the Older Americens Act administeredby the Administration on Aging (AOA) of the U.S.Department of Health and Human Services. TheUniversity of Nevada, Reno, coordinates the useof their own jitney_ s with city buses to providetransportation for people livng within a 20-mileradius of Reno who need a ridf.? to campus.

Given the large number of re-entry women and otherstudents who regularly commute to school, institutionsmay also wish to coordinate a range of commuter ser-vices. Hood College (MD) has responded to the needsof its student commuters by

establishing a commuter affairs office with a com-muter affairs specialist to answer questions andhelp deal with problems;setting up a commuter student union;providing emergency overnight housing and alounge equipped with study space, kitchen, bath-rooms with showers, and a sleeping and nappingarea furnished with bunk beds;publishing a "Commuter's Guide to Hood Col-lege" and a bimonthly bulletin with relevant ar-ticles; andextending office hours for all student services.

ParkingSince many re-entry women will drive to campus,

they will need conveniently-located parking facilities.Distant parking may be particularly dangerous at nightand in hazardous weather for re-entry women as well asfor other student commuters.

What the Institution Can DoReserve a centrally located parking area for com-muters.Give part-time students, including re-entrywomen, a parking lot sticker at no charge, or at afee less than that charged full -time students.Mail maps of campus parking facilities and cam-pus shuttle bus routes to re-entry women in ad-vance of their arrival on campus.Advise re-entry women to use parking lots fromwhich campus shuttle buses regularly pick uppassengers.

Getting Around CampusRe-entry women with commitments such as family

responsibilities and employment frequently need to getfrom class to class or building to building as quickly aspossible. Particularly on large campuses where back-to-back classes may be held at some distance from oneanother and/or where students take evening courses,re-entry women and other students may need oil-campus transportation and other services.

What the Institution Can DoMinimize transportation problems by clusteringclassrooms, offices and other facilities likely tobe used by re-entry women. Harvard University(MA), for example, uses the Dudley House for non-resident undergraduates to house the Institute forLearning in Retirement, the continuing educationoffices, a library and a cafeteria. Where such con-solidation is not possible, an institution mightmake a particular effort to locate classes for re-entry women close to the library, cafeteria and ad-ministrative offices.


Provide a buddy system or an escort service forre-entry women who are taking evening classes orstudying late. At many Institutions, campuspolice will provide such a service.5

Bringing the C:-Impus to the StudentsSome institutions have decided to bring the campus

to the students as well as bring students to the cam-pus. The establishment of post-secondary educationprograms in off-campus locations, and of nontradition-al programs such as "open universities" which allow in-dependent study, have been particularly effective forre-entry women and others, especially in rural areas.Often, classes are held in such local sites as aptmentcomplexes, churches and synagogues, libraries andcommunity centers. In many instances, these programsserve to increase on-campus enrollment by providingre-entry women with a sample of the larger educationalexperience in a familiar setting.6

HOUSING AND FOOD SERVICESUntil fairly recently, almost all older adults attending

postsecondary institutions were likely to be residentsin the immediate community and to attend classes on apart-time or evening basis. Consequently, providing on-campus housing and/or developing appropriate hous-ing policies for re-entry students was rarely a matter forconcern. However, the recent increase in full-time aswell as part-time re-entry women and other re-entry stu-dents may make it advisable for institutions to evaluatetheir housing facilities and policies with pe.ticular at-tention to the needs of the re-entry population.

Providing Housing Options for Re-entry WomenProviding a variety of housing options may encour-

age women to return to school and also to facilitatetheir Completion of a degree. Many re-entry women findit difficult or impossible to finance simultaneously bothoff-campus living arrangements and the costs of theirown education, and therefore require long-term dor-mitory or other college housing accommodations.Others, especially single adult re-entry women, mayfind living in campus housing more conducive to theiracademic aspirations. Married re-entry women, espe-cially those with children and who are new to the com-munity, may ne:'(1 sousing until theyfamiliarize themselves with their new location and es-tablish a permanent res,0,,nce. Staying on campus justa few nights a w.., ilk./ provide an attractive alterna-tive to re-entry women who take only a few courses buttravel long distances to do so, and to those who wish tobe freed from the routino distractions imposed by fami-ly and job responsibilities. Such temporary on-campushousing may be especially beneficial during examina-tion periods for re-entry women who normally commuteto campus.

Unfortunately, housing regulations and policies onsome campuses may prove problematic for reentrywomen. In the past, 51-..in married women Students,both un rgracivate an a, ate, were excluded from

all campus housingincluding married studenting unless their husbands were also student,prohibits different treatment of married or divorcedmen and women. Additionally, although single sexhousing is oerre :id housing for both sexeu must becomparable in availability, cost and quality. Similarly,eligibility requirements for student housing which in-clude age limitations may restrict re-entry women's ac-cess to an institution's housing facilities, and violatethe Age Discrimination Act of 1975. Housing for re-entry women, particularly those with families and/orjobs, may also be limited by policies that require stu-dents to take a certain number of credits per semesterin order to be eligible for student housing.

Re-entry women who neither desire nor i,re able tolive on campus may also face difficulties. Some institu-tions require all full-tirlie undergraduate students to livein dormitories and to eat their meals in institutional din-ing halls. Often these restrictions apply to students on-ly during the first year or two of enrollment. However,regulations that require freshmen and sophmores tolive on campus may have a discriminatory impact onwomen with families and/or women who already resideas adults in the local community, and thus may act as abarrier to their returning to school full -time. Unfortun-ately, even institutions which make exceptions to suchregulations sometimes fail to publicize their willing-ness to do so, and potential re-entry women may be un-necessarily discouraged from applying.

What the Institution Can DoExamine existing housing regulations to asses!,whether or not they have a disproportionate anegative effect on re-entry women.Survey re-eatry women to determine whether ulnot existing housing regulations and facilities areadequate.Provide short -term housing for part-time and non-resident re-entry women during examinationperiods.Develop plans for emergency overnight housingfor use by commuter students when inclementweather makes travel difficult or imprinle.Designate rooms for f,11.timP --within existing dormitorifacilities for re-entry wc to shxehousing. For aveollege ofWestern State College (CO), women livetogether in the same dormitory.Reserve space in existing dormitories or in off-campus facilities for weekend college studentswho may wish to remain on campus thoseweekend evenings when classes are scheduled. Anumber of institutions which offer weekend col-leges, such as Mundelein College (IL), The Col-lege of St. Catherine (MN), and Marymount Col-lege (NY), provide such facilil!Reduce Vie numbe' credit students to be eligible += cosir o. T''University of Wi: 1,,e,Ning to


ensure that low-cost university-owned housingwas available to those students with the greatestneed, made such arrangements for students whowere single parents_Encourage local residents to house re-entry stu-dents. Some persons may be more willing to rentto students who are older:

Food Sez-ricesLack of :dequate food service may be a problem for

re-entry women, particularly evening students who arejuggling multiple onsibilities. On some campuses,cafeterias are geared to full-time resident students andoperate only during regular meal hours. Other kinds ofcampus food servicessuch as snack bars and vend-ing macninesare often located in dormitories or inthe student union, and only rarely in classroom build-rigs. Thus, the re-entry woman who commutes directlyfrom work to an evening class may find herself unableto purchase a nourishing snack or dinner either beforeclass or during a class break.

What the Institution Can DoExtend the hours of cafeteria service where possi-ble. In soma instances, insttutions providelimited servicr: after regular hours.Locate vending machines near classrooms.Provide a niap at registration showing locationsand types of servicesdining halls, cafeterias,snack bars and vending machinesand designat-ing their hours of operation.

MEDICAL INSURANCE Aron HEALTHCARE SERVIL

Colleges and universities usually offer medical insur-ance and/or health care services. However, the natureand extent of both can vary widely among institutions.Although some may provide no services whatsoever,most provide at least the services of a physician andregistered nurse. A community college may offer only alist of referrals to area physicians, while a universitywith an affiliated medical school may provide extensiveinsurance c Aerage, regular health care and emergencyservices. As is the case with other services, however,re-entry women may find themselves unable to partici-pate fully in the particular insurance plans and medicalservices their institutions provide. Morewier, they mayalso find they require some medical aiid emergencyservices beyond those usually offered by colleges anduniversities.

Paying for Medical insurance andHealth Care Services on Campus

How students pay for medical insurance and healthcar -ervices varies from campur.; to campus. Often,students pay a mandatory comprehensive fee coveringgenry.n F:ollege expenses upon enrolling in a particularinstitution. This single fee also typically covers thecost of medical insurance, use of the campus infirmaryand some related medical expenses. At other institu-

tions, however, students may pay a separate fee formedical insurance and/or health care services on eithera mandatory or an elective basis.

Whatever form of medical insurance and/or healthcare is available on a specific campus, fees for suchservices are often only required of full-time students.Indeed, part-time students may not be eligible to applyfor medical insurance or to use the institution's healthcare services. Thus, re-entry women (many of whom arepart-time students) may find themselves without afford-able insurance coverage unless they are employed andalready participating in a group plan, or covered by aspouse's policy. Aside from the cost of individual insur-ance coveragewhich may in itself be prohibitive formany re-entry womensome insu-ance companieshave policies which in effect discriminate against theolder woman who has returned to school. In somestates, student health insurance policies are availableat reduced rates for full-time college students only ifthey are botweer, the ages of 19 and 26.7

Beyond their own need for health insurance cover-age, women students who are married and/or have chil-dren may also need medical insurance plans that in-clude coverage for the,- families, and that offer the op-tion of extending cov- age for a full twelve monthsrather than just the academic year.8

What the Institution Cen DoEvaluate existing health insurance policies to seeif re-entry women are adequately served. Includere-entry women in the evaluation process bysurveying them for their opinions about exitirigpolicies, soliciting their suggestions for 11-

provements, and having them serve on an evalua-tion committee. Also include on the committeepersonnel from health services, continuingeducation and other concerned staff.Work with the insurance company to devise a planthat equitably serves part-time and fulltimcentry women.Offer medical insurance to all full-U.:17, part -time,day and evening students, wishto charge a separate fee for these services if allstudents are not currently required to pay a com-prehensive fee which includes medical coverage.Ensure that medical Insurance policies are free ofage limitations which may have a discriminatoryimpact on re-entry women.Provide insurance plans which can be extendedto give continuous coverage throughout thecalendar year via paymen of a suppleme:ital fee.Offer students the opportunity to purchase familymedical insurance. Some colleges rind universi-ties have already berum to offer II-1.5 option atcosts comparatively less than similar plansavailable to individuals.

Health Care ServicesRe-entry women may encounter some of the same

barriers in gaining access to campus health care facili-


ties as in getting adequate medical insurancecoverage.Part-time students may be ineligible to use health carefacilities at all; moreover, services provided by collegeand university clinics may not address the medicalproblems common to women, and more specifically, toolder women. At one prestigious eastern coeducationalinstitution, students reported that no gynecologicalservices were available on campus, although the uni-versity employed one full-time and several pal-timepsychiatrists.9 Providing comprehensive medical andhealth care services for all women students, and par-ticularly for re-entry women, may involve both an evalu-ation and an expansion of existing health care servicesand policies. Under Title IX, federally assisted institu-tions which provide full coverage health services arealso obligated to provide gynecological care for stu-dents.

What the Institution Can DoEvaluate existing health services to see if re-entrywomen are adequately served. Include re-entrywomen in the process by surveying them for theiropinions, soliciting their suggestions for im-provements, and having them serve on an evalua-tion committee to include health science, conti-nuing education and other concerned personnel.Provide medical ane, health care services for allpart-time students, including day and eveningstudents, Institutions may wish to charge aJeparate (prorated) fee for these services if allstudents are not already iquired to pay a corn-preh ,,Ave fee for them.Provide medical and health care services on aflexible schedule so that such services are avail-able to part-time and evening students as well asto full-time day students. If additional hours arenot feasible because of budgetary constraints,L.tinsioer opening later one day so that the cliniccan remain open that evening.Insure that all health care services are free of in-advertent age discrimination. If necessary, ex-pand the health-care staff to include profession-als who are familiar with problems common towomen who have borne children and areknowledgeable about problems associated withmenopause.

Consider including regular clinical care forre-entry women who are pregnant.Encourage inclusion of re-entry women'sissues within in-service training of person-nel.

Offer clinics, lectures and discussion groups onhealth-related topics of particular interest to re-entry women, such as contraception, menopause,and breast cancer.

Emergency ContactMost college3 and universities make some provision

for contacting parents of students in case of medicalemergency. For re-entry women, particularly those with

7

young children, the situation is reversed: re-entrywomen may also need services that will allow them tobe contacted quickly on campus should a family emer-gency occur. A number of institutions have coordinatedservices for this purpose.

What the Institution Can DoProvide re-entry women and other student parentswith an emergency contact service. The Programon Women at Northwestern University (IL) pro-vides all women students with such a service.Women students leave the Program on Women'soffice telephone number with their child care pro-viders, children's schools and/or husband's em-ployer, and supply the Program with a copy oftheir own class schedules. The University of Mary-land, College Park, offers a similar service.

Policies Concerned with Health Related LeaveRe-entry women may occasionally stay zit home to

ca'e for ill family members for short or long periods. In-stitutions may need to develop specific policies to han-d'a missed classes or extended absences due to familyillnesses.

What the Institution Can DoDevelop health care related leave-of-absenr-e!cies where such policies do not ,,,Make faculty awar, ,hat re-entry women may havelegitimate need for resrtheduling of examinations,etc., in instances of family emergency.Arrange to tape lectures for studonts whomiss class becat!--:, of hesitl-i emergc los.professor's sr .ssion of course,

STUDENT EMPLOYMENT ANDGRADUATE PLACEMENT SERVICES

Student employment services often work coopera-tively with career-planning and/or financial aid officesto place students in appropriate part-time positions oncampus or in the community. Their help may be of par-ticular benefit to re-entry women, many of whom muststruggle to pay college costs. Title IX and the Age Dis-crimination Act of 1975 prohibit colleges f 'm discrim-inating on the basis of sex and age in stucIL:nt employ.ment services. In some instances. howevc institu-tions give job preference to students who qualify forwork-study programs through which the feueral government pays a major portion of the student's salary.These work-study programs are now open to part-timeas well as full-time students,'° but some institutionsprovide work-study positions for full-time students be-fore considering elegible part-time students. Suchpractices may inadvertently have a disporportionate im-pact on part-time re-entry students, many of whom arewomen."

Some personnel also give preference to married menover married women. Others may restrict women to tra-ditional areas such as clerical jobs and waitressing.


These practices violate Title IX.Aside from the impact of .such institutional practices,

re-entry women may also be disadvantaged by theirnewness in the academic community, and by other re-sponsibilities that limit the time they can spend active-ly seeking part-time employment on or off campus.

What the Institution Can DoTrain personnel about federal and state laws relat-ing to sex and age discrimination in employment(see section on Legal Considerations for addi-tional recommendations).Gather data about re-entry women to evaluatehow well student placement services aid re-entrywomen compared to other students. Include dataabout part- and full-time students, as well asthose seeking work-study positions:Include information about cooperative educationprograms in materials distributed to re-entrywomen. Such programs enable students to gainon-the-job experience in paid or unpaid intern-ships while completing a degree.'2Post advertisements for on- and off-campus posi-tions where re-entry women are most likely to seethem, such as the campus women's center, of-fices for re-entry programs, continuing education,career-planning, and financial aid.Keep the student employment office open duringurs when re-entry women are likely to have ac-cesz to it. If budget constraints preclude regularextended hours, extend the hours into the even-ing on certain nights of the week, keep the officeopen some weekend hours at the beginNng of thesemester, or open the office late one day eachweek so that it can remain open that evening.Encourage the student employment services of-fice to hire qualified re-entry women. This mayhelp other re-entry students learn about and usethe office's services.Encourage re-entry program offices, women'sprograms offices, andlor the campus women'scenter to employ re-entry women. Re-entrywomen employed by such ol, ices may gain bydealing with issues related to their own educa-tional opportunities, and may also encourage theparticipation of other re-entry women. Some in-stitutions have given such positions to eligible re-entry women as part of work-study programs.Encourage academic and administrative officeson campus, as well as off-campus employers, tohire re-entry women. Many re-entry women havealready acquired business skills and may bringmore experience to some positions than youngerstudents.Encourage efforts to place re-entry women in part-time jobs directly related to their career aspira-tions. Many women return to college with clearcareer goals. Coordinating part-time employmentwith such goals may be relatively easy for the stu-dent employment office, and fruitful for both re-entry women and their employers.

8

Adopt a flexible approach to the employment ofstudent hourly workers in jobs for which work isongoing and daily deadlines are not usually im-posed. In such positions, re-entry women couldwork irregular hours convenient for them, and stillmeet the job's requirements by week's end. At theUniversity of California at San Diego, for example,a student who qualifies for work-study may beable to work flexible hours.

Graduate Placement ServicesMany of the recommendations for student employ-

ment services are appropriate for services seeking jobsfor the institution's graduates. It may be of particularimportance for placement services not only to educateemployers about age and sex discrimination laws, butalso to help employers understand the special needsand qualfications re-entry women may bring b post-graduation careers. As a group, re-entry women tend tohave clear career goals, more experience and/or trans-ferable skills than younger stud(

Institution Can DoDevelop materials, workshops and other pro-grams to help prospective employers understandthe benefits of hiring re-entry women graduates.Provide information about sex and age discrimin-ation.L nourage employers to provide opportunities forre-entry graduates with family responsibilities toshare fel-time professional positions and/or tohire part-time personnel.

LEGAL SERVICESProviding legal counseling for students is a relatively

new undortaking for many colleges and universities.Where campus legal services are available, they usuallyinclude low-cost or free legal advice on a variety of is-sues, several of which may be more relevant to re-entrywomen than to traditional students. These may includedivorce and custody matters and landlord-tenant dis-putes. Often, campus legal services give basic adviceand refer students to inexpensive attorneys in the com-munity if staff are unable to make court appearances onstudents' behalf. Institutions may wish to publicize andto expand the legal services they provide in order to ac-commodate the re-entry population.

What the Institution Can DoAssure that persons providing legal services areknotsiedgeable about problems re-entry womenmay face, particularly divorce and landlord-tenantdisputes.Develop a brochure describing legal star/ices (ifany) provided by the institution, and listingsources of legal help in the community, such aslegal aid offices and bar referral services.Designate a member of the university's legal of-fice to help handle students' legal concerns.

EXT4ACURRICULAR ACTIVITIESThe campus is a place to learn not only through ace-


demic work, but also through participation in extracur-ricular activities. Such activities as student govern-ment, campus publications, and athletic and culturalevents are an essential part of the educational experi-ence. Because they provide a sociable alternative toscholarship as well as an opportunity for intellectualand personal growth, extracurricular activities are asimportant for many re-entry women as they are foryou cigar students.

While some re-entry women may hesitate to partici-pate in extracurricular acti..ities, several programs de-signed with re-entry women other older students inmind may encourage them to participate in a widerange of campus activities during non-class hours.

What the Institution Can DoEvalur to extracurricular activities and programsin relation to ro-entry women, Include re-entrywomen in the evaluation process.Evaluate studerit activity eligibility and fee poli-cies to be certain re-entry women are not ex-cluded by virtue of non-resident or part-timestatus. Where possible, offer a reduced studentactivity fee.Publicize local alumni events and open them up toall students. Make a special effort to invite re-entry women to attend. George WashingtonUniversity (DC) finds that inclusion in alumni ac-tivities puts re-entry women in touc!-7 withuniversity-affiliated people their own age, andmakes them more likely to become active alum-nae themselves. (Moreover, some alumni who arein contact with re-entry students may also bestimulated to return to school.)Devalop activities for re-entry women and theirfamilies. Many re-entry women have limited timeavailable for extracurricular activities, and mightparticipate more actively if they could do so withtheir families. Activities might include picnics,athletic/play times, family nature trips. Wherepossible, charge a family rate for paid activities.Encourage student government and other cam-pus groups to develop extracurricular activitieschat Include both part -time and full-time re-entrystudents. For example, the student governmentmight sponsor special social events such as anannual dance or dinner for re-entry students.Encourage and assist in the development of a re-entry student association. Extend to such anassociation the same formal recognition and sup-port typically given to other student organiza-tions. The University of Minnesota, for example,has a group called "Students Older Than''average" (SOTN.Encourage participation of re.errtry women andother re-entry students In campus governmenLEstablish an advisory board composed of re-entrystudents to provide input on campus governmentdecisions that might I-Ave varticular impact onthe re-entry population.Encourage student governmental bodies and

other student group_ s to hold meetings c 1 even-ings or weekends so part-time and evening re-entry students are able to attend.Designate a place for re-f.',ntry women to meet,such as a lounge or a portion of the wcmen's con-ter. Include a bulletin board where students canleave and/or receive messages.Support the establishment of a newsletter for re-entry women and other older students. Many cam-puses have such newsletters staffed by re-entrystudents.Distribute tickets for extracurricular events suchas ci!nletic competitions, theater performances ormovies in pieces re-entry women are likely to findeasily accessibleboth on and off campus. Issuefree passes to some activities to encourage re-entry women to attend.

LEGAL CONSIDERATIC/ISTitle IX of the Education Amendments of 1972"

Title IX of the Education Amendments of 1972 gener-ally prohibits sex discrimination in federally assistededucation programs. More specifically, Title IX coversalmost all areas of student treatment and activities, andprohibits services, rules or policies based on the sex ofstudents.

Institutions are no required to provide supportservices such as rnodical insurance and healthcare, housing, or stqtlent employment services."However, whatew services an institution pro-vides must be offered to all students regardless ofsex.Services such as family planning which may beused by a greater proportion of students of onesex than the other, do not violate Title IX as longas all students have the opportunity to use thesecervices if they so desire. Thus, services for re-entry students would not violate Title IX even ifwomen used the services in larger numbers thanmen.Title IX bars rules and policies concerning stu-dent's actual or potential marital status, which(hake distinctions based on sex. For example_married male students could not be givenpreference over females in student employmentservices. An institution could, however, givepreference to all married students over all unmar-ried students in employment services if it sodesired, provided tfr-at the preference did notdisproportionately affect one sex.Programs aimed at re-entry students must beopen to both sexes. (Many services originally de-veloped for returning women have long been opento men as well.) Programs aimed at specialgroups, such as older women, do not violate theAct, provided that men who wish to participate arenot excluded. A description of such a programmight read: "This program is primarily aimed atwomen who have been out of the work force andare returning to school. However, men whobelieve they could benefit from this service and

LEQ


wish to participate may do so."Affirmative action is not required but may beundertaken by an institution to overcome the ef-fects of conditions which resulled in limited par-ticipation by persons of a particular sex. The Of-fice for Civil Rights at the Department of Educa-tion may require remedial action if discriminationis found.

Additional descriptions of how Title IX applies tospecific support services appear in the sections onhousing, student employment services and medical in-surance and rm.a;Lii cervices.

The Age Discrimination Act of 1975"Age discrimination affects all people, but older

women receive a "double dose" of discrimination--once because of their age and once again because oftheir sex. If the older woman is a member of a minoritygroup or also handicapped, the problem is intensified.In education, age discrimination ic not limited solely tosenior citizens; it can begin as early as the mid-twenties, when a student may be labeled "too old" for aparticular program or activity. The Age DiscriminationAct of 1975 (effective January 1, 1979) prohibits "dis-crimination on the basis of age in programs or activitiesreceiving federal financial assistance." The Act, whichcontains some exemptions, is unique in that it does notdefine "age" to limit coverage to a particular group,such as those 65 or older.16 It simply prohibits discrim-ination on the bails of :one at any age.

Affirmative action by institutions to overcome the ef-fects of past limited participation by certain age groupsis permitted. Special programs or benefits for older stu-dents may be permitted if these benefits do not resultin excluding otherwise eligible younger students.

What the Institution Can DoInform all personnel handling student servicesabout the requirements of federal laws. Cor ductworkshops and/or disseminate materials explain-ing the implications of these laws.Develop a procedure to in-:0m new staff of thelegal requirements and prohibitions.Include a nondiscrimination clause concerningsex and age in materials describing specific stu-dent services and in recruiting materials. (Title IXrequires this concerning sex discrimination.)Inform prospective re-entry women about griev-ance procedures for sex discrimination com-plaints. (Grievance procedures are required underTitle IX.)Expand grievance procedures to cover age as wel?as sex discrimination.

CONCLUSIONInadequate or inappropriate support services can

constitute a significant barrier to re-entry women's fullparticipation in the academic and extracurricular iite ofthe institutions they have chosen to attend. Lack ofnecessary services can impede enrolled re-entry

10

women's efforts to complete a degree, and can discour-age potential re-entry women from enrolling. Althoughstudent support ser ices are provided by a number ofadministrators and officessuch as those in studentaffairs, employment, public relations, continuing edu-cation, re-entry programs, women's centers, etc.these cen all work together to shape the support ser-vices offered by their institution. Through careful co-ordination among support service offices, thoughtfuland thorough dissemination of information, andperiodic self - evaluation, an institution ..an make itssupport services more accessible to all its studentsand also responsive to the special needs of the growingre-entry population.

NOTF;'See -Barriers to Re-entry Women. .;ollege Transfer Poli-

cios, Residency and Graduation Requirements," "CampusChild Care: A Challenge for the '80's," 'Financial Aid: HelpingRe-entry Women Pay College Costs, "" '"The Counseling Needsof Re-entry Women," "Obtaining a Deg kee: Alternative Optionsfor Re-entry Women," and "Recruitment and Admissions:Opening the Door for Re-entry Women," as well as "Con-fidence and Competence: Basic Skills Programs and RefresherCourses for Re-entry Women" and the pF.per on part-time re-entry women students, Project on the Stairs and Education ofWomen, Association of American Colleges, 1980.

'For a discussion of re -entry women and new informationresources on campus, see "Confidence and Competence:Basic Skills Programs and Refresher Courses for Re-entryWomen," Project on the Status and Education of Women, As-sociation of American Colleges, 1980.

'A number of the recommendations which appear in differ-ent sections throughout this paper were obtained fronWays Colleges are Serving Adult Learners, the Future Direc-tions for Learning Society, New York: The College Entrance Ex-amination Board, 1979. In additicii, many of the campus sup-port services used as examples are described in The Graying ofthe Campus, a report of the Educational Facilities Labor-atories, by Ruth Weinstock, 1978.

"In Brief," The Chronical of Higher Education, October 22,1979.

'See "The Problem of Rape on Campus," Project on theStatus and Education of Women, Association of American Col-cages, 1978.

°For more information on off-campus learning. see "Obtain-ing A Degree: Alternative Options for Re-entry Women," Pro-ject on the Status and Education of Women, Association ofAmerican Colleges, 1980.

'Whether institutions offering such insurance are violatingthe Age Discrimination Act of 1975 is not clear.

*Elinor Lenz and Marjorie Hansen Shaevit7, So You Want toGo Back to School: Facing the Realities of Re-entry, New York:McGraw-Hill, 1977, p. 125.

'This example comes from "Barriers to Women's Participa-tion in Postsecondary Education: A Review of Research andCommentary as of 1973-1975," by Esther Manning Westervelt,National Center for Education Statistics, U.S. GovernmentPrinting Off ice, 1975, p. 30.

"Formerly students enrolled at least half-time were eligiblefor work-study programs; under the current Higher EducationReauthorization Act, 10 percent of federal monies for work-study can be used by less than hal-time students.

"Whether this violates Title IX is not clear."For additional information on cooperative education, see

"Obtaining a Degree: Alternative Options for Re-entryWomen," Project on the Status and Education of Women, As-suciatioo of American Colleges, 1980.

',Education Amendments of 1972 (Sections 901-907) 20U.S.O. Sections 1681-86 (1972). The Title IX regulation can be


found at 34 C.F.R. Part 106 and at 40 Fed. Reg. ?'428-45 (June4, 1975).

"Although not mandated by Title IX, continuing educationprograms, women's studies, women's centers, flexible pro-grams, child care facilities and other supportive programs andpolicies may be viewed as a sign of commitment to the educa-tion of women in the event that a complaint is filed.

"Age Discrimination Act of 1975, 42 U.S.C. Sections5101 9107 (1975). The final government-wide regulation for theAge Discrimination Act can be found at 45 C.F.R. Part 90 and at44 Fed. Reg. 33768-88 (June 12, 1979). The Act also requires

each federal agency to issue agency-specific regulations. Atthe timer his writing ;Fall, 1980) agencies are in the processof issuing those regulations.

"Specifically, age distinctions may be used where they are:adopted in a federal, state or local statute;necessary to the normal operation of the program andcan pass Cie four-part test set out in the regulation; ornecessary in order to achieve a federal, state or localstatutory objective and can pss the four-part test in theregulation.

SELECTED LIST OF RESOURCESBooks and PamphletsAstin, Helen, ed. Some Action of Her Own, the Adult

Woman and Higher Education. Lexington, MA: Lex-ington Books, D.C. Heath and Co., 1976. Availablefrom D.C. Heath and Co., P.O. Box 3 -;91, Boston, MA02241.519.87

Atelsek, Frank J. and Irene L. Gornherg. Higher Educa-tion Panel Reports Number 33. Washington, DC:American Council on Education, 1977. Available fromthe Higher Education Panel, 1 Dupont Circle, Suite829, Washington, DC 20036. Free.

Carnegie Council on Policy Studies in Higher Educa-tion. Three Thousand Futures: The Next TwentyYears for Higher Education. San Francisco: Jossey-Bass, Inc., 1980. Available from Jossey-Bas3, Inc.,433 California St., San Francisco, CA 94104. $21.00

Cernazanu, Jeanne. A Hanibook and Evaluation Check-list for Women's Health Services in Student HealthCenters. OR: Oregon Student Public Interest Re-search Group, in press, 1980.

Gilder, Jamison, ed. Policies for Lifelong Education,Report of the 1979 Assembly, American Associationof Community and Julior Colleges, 1979. Availablefrom AACJC Publication Sales Department, 1 DupontCircle, Washington DC 20036. $5.00 (prepaid).

Lenz, Elinor and Marjorie Hansen Shaevitz. So YouWant To Go Back To School. New York: McGraw-Hill,Inc., 1977. Available from McGrawHill, 1221 Avenueof the Americas, New York, NY 10020. $4.95

The Future Directions for Alearnieg Society Program.350 Ways Colleges Are Serving Adult Learners. NewYork: The College Entrance Examination Board, 1979.Available from The College Board, PublicationOrders, Department C81, Box 2815, Princeton, NJ08541. $2.00 (prepaid).

Weinstock, Ruth. The Graying of the Campus, A reportof the Educational Facilities ',_aboratories, 1978.Available from Educational Facilities Laboratories.850 Third Ave., New York, NY 10022. $8.00 (prepaid).

ArticlesBenjamn, Esther. "Review Article: Barriers to Academ-

ic Re-entry Women and How to Overcome Them."Evanston IL: Program on Women, Northwestern Uni-versity, October 1979.

Hooper, J.O. and G.B. March. "The Female SingleParent in the University." Journal of College StudentPersonnel, Vol. 21. No. 2, March 1980, p.141.

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Kasworn, Carol E. "Student Services for the OlderUndergraduate Student." Journal of College StudentPersonnel, Vol. 21, No. 2, March 1980, p. 163.

McCrea, Joan. "The New Student Body: WomenReturning to School." Journal of the NationalAssociation for Women Deans, Administrators andCounselors, Vol. 43, No. 1, Fall 1979, p. 13.

Smallwood, Cathy Beckman. "What Do Adult WomenCollege Students Really Need?" Journal of CollegeStudent Personnel, Vol. 21, January 1980, p. 65.

Westervelt, Esther Manning. "Barriers to Women's Par-ticipation in Postsecondary Education: A Review ofResearch and Commentary as of 1973-74." NationalCenter for Education Statistics, U.S. GovernmentPrinting Office, 1975.

JournalsThe Journal of College Student Personnel contains in-

formation about ways of improving student servicesat postsecondary institutions in addition to articlesregarding research and other professional issues ofcommon interest to college student personnel of-ficers. Published bi-monthly, annual subcriptions areavailable at $7 for members of the American CollegePersonnel Association (ACPA) and at $15 for non-members. Copies of single issues are available at $3for members and $4 for non-members from the sub-scription manager, American Personnel andGuidance Association, 2 Skyline Pl., Suite 400, 5203Leesburg Pike, Falls Church, VA 22041.

The Journal of the National Association for WomenDeans, Administrators and Counselors (NA WDAC) isa quarterly publication of articles of special interestto women, and which may be useful to student per-sonnel administrators, deans, counselors and educa-tors. Single copies are available at $3 and annual sub-scription at $12 from NAWDAC. 1625 Eye Street,N.W., Suite 624-A, Washington, DC 20006.

STAFFDirectorAdministrative AssociateStall AssociateStall AssociateStaff AssociateAdministrative AssociateStaff AssistantStall AssistantStall AssistantStaff Assistant

Uernicc Resnick SandlerMary De MouyUrsula Barrett PaquetteJeanne Fisher-ThompsonRoberta M. HallJean O'GormanDonna ZubrisKaren SeebohmLisa ShugerJulie Kuhn

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October 1980

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STUDENT SUPPORT SERVICES: REENTRY WOMEN NEED THEM TOO

FIELD TESTYou can assist us in evaluating this paper by completing the following short questionnaire. If you have additionalcomments, please use the back of this page or add another sheet. It will help us if you return this questionnaire in theenclosed pre-paid envelope by December 15, 1980.

Women's Re-entry ProjectProject on the Status and Education of WomenAssociation of American Colleges1818 R Street, NWWashington, DC 20009

1. What is your primary identification? (Check One)a. 0 College president or other administrator.

Specify titleb. 0 College faculty member, lecturer, profes-

sorc. 0 College studentd. 0 Elementary or secondary school teacher or

administratore. 0 State or local education agency employee

O Federal employeeO Other. Please specify . ... . .

g.

2. In addition, are you: (Check All That Apply)a. 0 An affirmative action officer or Title IX co-

ordinator?b. 0 Directly involved in programs affecting re-

entry women?c. 0 At a women's college?d. 0 A member of a campus committee on

women, women's center or women'sgroup?

e. 0 A meml,3r of a noncampus women'sgroup, women's center, or advocacy group(WEAL, NOW, National Women's PoliticalCaucus, etc.)?

f. 0 A member of a women's professional soci-ety or women's caucus or committee of anacademic discipline?

3. If you are currently at a postsecondary institution:a. Is It: 0 public or

0 private?. Is It a: 0 university

O other 4-year college.O 2-year college orO proprietary school?

c. Is the total enrollment: 0 under 1,000O 1,000 to 5,000O 5,001 to 10,000O over 10,000?

d. In what state Is you rInstitutIon?4. Do you think this is a useful paper?

a. YES (Respond to ALL reasons that apply)1. 0 to EVALUATE OR CHANGE POLICIES,

such as . .. .. . .. .

2. El to START NEW PROGRAMS OR EF-FORTS to assist re-entry women, suchas .... .

Gham.1.*.. ... mm ... 0..4.a....

3. 0 to REDESIGN OR IMPROVE EXISTINGPROGRAMS OR SERVICES, such as.

4. 0 to IDENTIFY NEW RESOURCES5. 0 to IMPROVE RECRUITMENT of re-

entry women to campus by

6. 0 to TRAIN STAFF to work more effec-tively with issues regarding re-entrywomen

7. 0 to EDUCATE OR INFORM OTHERSabout the issues. Specify whom. .

8. 0 to EDUCATE MYSELF ABOUT THEISSUES

9. 0 OTHER. Please specify .. . .. . .

........... .. . .. . . . ..b. 0 NO, this paper is not useful because

5. What, if any, important omissions were there fromthe paper? (Respond to ALL that apply)a. 0 NONE, It covered all aspects of the topic

well.b. 0 ISSUES should be described more fully.

Please Indicate how

c. 0 APPROACHES Oli ALTERNATIVE REME-DIES were omitted. Please identify

O IMPORTANT MODELS OR INNOVATIVEPROGRAMS were not mentioned. Pleaseidentify

O KEY RESOURCES were not mentioned.Please identify .... ... .

. ... .fl. . a..1f...i...a...s.m...

O OTHER. Please describe any other omis-sions or suggested additions.

. . . ... . . . .

6. Did you find the paper to be clear, well organizedand easy to understand?a. 0 Yesb. 0 It could be improved by

If you found any factual errors or misleading state-ments In the paper, please Identify them (Indicatingthe page number, error or statement and Includethe correct Information if possible). Use the other,side of this page.

El. Please provide any additional comments or criti-cisms. Enclose other descriptive material, if de-sired, and use another sheet of paper if needed.

docuoeut resume ed 196 338 he 013 327transportation and commuter serai 3 gelling to school and...

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