Four Hundred and twenty-nine students enrolled in nine women's studies courses and 72 students (a comparison group) enrolled in an undergraduate psychology class were compared on demographic and attitudinal variables relating to educational plans and goals, women's issues and course evaluation, as well as the Bem measure of female stereotyping and the Tennessee Self Concept Scale. Using statistical analyses, results showed that women's studies courses are of interest largely to women, are taught mostly by women, and are offered by and taken by individuals in Arts and Humanities and Behavioral and Social Sciences. Students perceive the courses as rigorous, and report an increased awareness of sex roles and the situation of women in society as a result of taking the courses. However, no significant changes in self-concept over one semester could be attributed to taking the courses. Methodological problems and a discussion of findings in relation to previous research are provided. (Author/MSE)