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. Subscription-only academic research articles, as well as open access articles 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.

With more than 500 research abstracts, including over 160 related to single-sex education, many of which summarise research from subscription-only academic journals, the Alliance Research Library provides an unparalleled source of information on single-sex education for girls.

Library access and membership:

Free library membership and access is available for all staff of Alliance member schools, simply complete the access request form to receive your personalised login.

Annual library subscription for non-Alliance members costs AUD550

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

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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Academic performance and single-sex schooling (Eisenkopf et al., 2011)

This study examined the academic performance of female high school students when they were randomly assigned to coeducational or single-sex mathematics and German classes (Eisenkopf, Hessami, Fischbacher & Ursprung, 2011). The female students were from an upper-secondary high school in Switzerland, ‘where the school board randomly assigns incoming female students…

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Using experts to inoculate women’s self-concept in STEM (Stout et al., 2011)

There is concern among many communities about the underrepresentation of women in the STEM fields of Science, Technology, Engineering and Mathematics. ‘For incoming generations of students who are being introduced to Science, Math, and Engineering, female scientists and experts are practically invisible, especially in higher education environments’ (Stout Dasgupta, Hunsinger…

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Single sex environments and gender differences in risk aversion (Booth et al., 2011)

Alison Booth and her colleagues have studied competitiveness and risk taking among girls over the past few years. In this study Booth, Cardona Sosa and Nolen (2011) explored whether single-sex classes within coeducational environments modify risk-taking attitudes. They were particularly interested in examining whether ‘single-sex environments change risk taking behaviour…

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All-girls adventure programs (Whittington et al., 2011)

This study explored the benefits of single-sex adventure programs such as “rock climbing, sea kayaking, mountaineering, backpacking, canyoneering and mountain biking” (Whittington et al., 2011, p. 1). A total of 361 American girls aged between 10-17 years participated in the study. They had completed a survey on the last day…

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Single-sex education and the brain (Eliot, 2011)

Lise Eliot is Associate Professor of Neuroscience at The Chicago Medical School of Rosalind Franklin University of Medicine and Science. She was thrust into the media spotlight when she published the text Pink brain, blue brain: How small differences grow into troublesome gaps and what we can do about it…

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