Abstract
The present study purports to contribute something new to the ongoing discussion of educational environments and their effects on students. However, because it disregards or does not accurately represent previous research in the field, and because its method is minimally explicated, it is difficult to be persuaded by its conclusion. Examples abound. Contrary to what is written in the introductory/ historical section, Smith [7] did not argue that large numbers of successful female role models and mentors in women's institutions have a solitary [sic] influence on women's achievements by counteracting sex stereotypic perceptions. However, several of my studies, not cited here [8; 10; 11, p. 164], demonstrate a statistically significant, positive correlation between the number of women students who proceed to a postcollege, objectively determined career or intellectual accomplishment and
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