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
$550.00BUY
For more information or member access, please contact Loren Bridge (t) +61 7 5521 0749 (e) [email protected]
A study conducted by Andersen, Ertac, Gneezy, List and Maximiano sought to investigate differences in competitive behaviours between males and females as they may be determined by socialisation rather than natural differences. Their findings support the hypothesis that cultural contexts and social structures contribute significantly to differences in competitiveness between…
read more –›Tracking equity: Comparing outcomes for women and girls across Australia The COAG Reform Council was asked to compile a report for the development of a National Framework for Gender Equality. Tracking equity: Comparing outcomes for women and girls across Australia is a snapshot of the status of Australian girls and…
read more –›The impact of school characteristics on TER and young people’s transition to university This report investigated the impact of school characteristics on Tertiary Entrance Rank (TER) and the probability of going to university by age 19. Data from the 2006 cohort of Longitudinal Surveys of Australian Youth (LSAY) was analysed…
read more –›Professor Alison Booth, Public Policy Fellow at the ANU Crawford School of Public Policy, recently wrote in the Sydney Morning Herald that one hour a week of single-sex education benefits girls and that “the evidence is gathering that women in single-gender classes benefit, and they benefit significantly”. Booth and her…
read more –›PISA measures how well 15-year-olds from across the globe are prepared to use their knowledge and skills in mathematics, reading and science to meet real-life challenges. A combined total of more than half a million students from 65 countries and economies took part in PISA 2012, including a nationally representative…
read more –›Mission Australia’s 2013 Youth Survey Mission Australia conducts an annual survey of Australian youth which “taps into the minds of young people across the country, providing unique insight into their aspirations and concerns for the future” (Mission Australia, 2013, p. 1). The 2013 results highlight some interesting gender differences. In…
read more –›Lim, Gemici and Karmel (2013, p. 3) investigated the interactions between students’ individual socioeconomic status (SES), their academic achievement at age 15 years, the academic quality of the school they attend, school completion, tertiary entrance rank (TER) and university participation. Data from the Longitudinal Surveys of Australian Youth (LSAY) was…
read more –›Joensen and Nielsen (2013) explored whether gender differences in mathematics qualifications explained “a substantial part of the gender gap in wages and in career outcomes more broadly” (p. 2). Previously these researchers had found that “the gender earnings gap is substantial (34%) and one-fifth of this gap evaporates when accounting…
read more –›The researchers in this study examined the discourses of girls who did not aspire to study and work in science. Using five-year longitudinal data from children aged 10-14 years in England, Archer et al. (2013, p. 171) found that from a young age, many girls saw science as “not for…
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