This purpose of this study was to better understand women’s collegiate decisions (e.g., opting to pursue a college education, the type of school attended, major choice, and ultimate career goals). Comparative qualitative methodology was utilized and the data were interpreted using Giddens’ (1984) structuration theory. Participants were women at an urban community college and a rural, public liberal arts college. Findings reveal that, while women’s collegiate decision-making processes continue to evolve toward more equitable higher education outcomes, there is still socialized inequity to be addressed. Implications for student affairs practice are discussed
