2011

Providing current research to our members is a strategic priority for the Alliance. We deliver access to valuable resources and anaylsis of the latest research findings relevant to educators of girls. Academic research and reports by governments, universities and major organisations are summarised for members, highlighting themes and topics of particular relevance to the education of girls, including: academic performance, mental health, leadership, neuroscience, single-sex education, STEM, wellbeing, and work and careers.

Access is restricted to member schools. For more information or member access, please contact Loren Bridge (t) +61 7 5521 0749 (e) [email protected]

A comparative analysis of single-sex schools in terms of achievement in reading and maths, and student attendance (Brathwaite, 2010)

The purpose of this study was to determine whether or not girls and boys achieve better academically, have fewer discipline issues, and attend school more regularly in single-sex settings than students in coeducational settings. This study was an evaluation of a single-sex program in a medium size, urban school district…
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Factors influencing women CEOs (Fitzsimmons, 2011)

Terrance Fitzsimmons’ PhD thesis (2011) investigated gender disparity factors for Australian CEOs. Four studies were conducted, including interviews with 31 female and 30 male CEOs. The interviews explored each person’s life history and path to becoming CEO. Although this thesis concentrated on male and female CEOs, only the findings for…
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The efficacy of single-sex education: testing for selection and peer quality effects (Hayes, Pahlke & Bigler, 2011)

A significant limitation with all single-sex schooling research is the presence of selection effects and peer effects. These effects make it ‘impossible to disentangle effects of single-sex schooling per se (i.e. sex composition of schools) from effects caused by other student and school related variables (e.g., teacher quality, students’ economic…
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Student characteristics associated with girls’ success in a single-sex school (Patterson & Pahlke, 2011)

This study examined whether individual differences among students were predictive of their individual success within a single-sex school (Patterson & Pahlke, 2011, p. 1). Data was collected from 211 students who attended a single-sex public middle school in the southwestern US. The participants completed measures of gender stereotyping and gender…
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Same-sex versus coeducational PE classes (Lyu & Gill, 2011)

The purpose of this study was to investigate students’ perceived physical competence, enjoyment and effort in physical education classes, as a function of gender and physical education class type (same-sex or coeducational class) in Korean adolescents (Lyu & Gill, 2011, p. 249). The participants were 546 adolescents aged 11-14 years…
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Gender reform in a Canadian school (Greig, 2011)

Greig (2011) investigated the historical move (1966-1972) to single-sex classrooms in Grades 1, 2 and 3, at Flintridge Elementary School, Ontario. This ‘gender reform’ occurred ‘to help raise boys ‘achievement [and was] shaped by a variety of complex historical factors and fuelled by a desire for innovation’ (Grieg, 2011, p.…
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Gender peer effects in school (Cabezas, 2010)

This study explored whether a higher proportion of girls or boys in a class influenced student’s educational outcomes. The research was conducted in Chile, using the Chilean national standardised assessment (SIMCE) to compare the impact of peer influences on maths, language and science achievement in students from grades 4, 8…
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