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 of schools belonging to the Young Women’s Preparatory Network in Texas has found that students attending the all-girls’ schools showed stronger academic performance in maths and science in middle school and high school, received less formal discipline for poor behaviour, and were more likely to enrol in post-secondary…
read more –›A report by Flinders University academics Sarah Cohen Woods and Rachel Laattoe has examined the adherence of public schools to the South Australian Department of Education and Child Development (DECD) dress code requiring flexible uniform options, regardless of gender, and compares girls’ uniform options in public and private schools (Cohen…
read more –›An Australian study has provided evidence that involving fathers in an exercise program with their daughters leads to increased physical activity in both girls and fathers, increased physical competence in girls, improved parenting practices in fathers, and decreased screen time for girls and fathers. The study authors write that this…
read more –›Researchers from the University of Amsterdam have found that the later girls can make the decision regarding their choice of curriculum track (academic or vocational), the more beneficial it is for girls’ education. Data from the European Social Survey for the years 1929 to 2000 shows that the “rise of…
read more –›A study by New Zealand researchers Lee Mann and Margaret Walshaw has found that girls in Year 9 report higher levels of maths anxiety than boys, and that maths test anxiety is a major contributor to overall maths anxiety. Maths anxiety increases with school decile (socioeconomic status) and is higher…
read more –›Norwegian researchers have found that kindergarten staff contribute to upholding traditional gender stereotypes, treating girls and boys differently, despite the Norwegian Gender Equality Act requiring kindergartens and schools to focus on equality and avoid gender stereotyping. In contrast, the study found that kindergarten-age girls and boys challenge prevailing gender structures…
read more –›A Canadian study has found that just over 40% of children enter school with vulnerabilities in social-emotional functioning that are associated with early-onset mental health conditions. Researchers examined the social-emotional functioning profiles of over 34,000 children attending kindergarten (age 5) and to what extent they are related to early-onset mental…
read more –›A study led by Jean Twenge of San Diego State University has found that more adolescents and young adults, particularly girls and women, experienced serious psychological distress, major depression, suicidal thoughts, attempted suicide, and took their own lives in the late 2010s compared with the mid-2000s. As these trends are…
read more –›A study led by researchers from King’s College London has found that teacher assessments of achievement are as reliable and stable as standardised test scores at every stage of the educational experience from age 7 to 18. The researchers suggest that teachers could reliably and validly monitor students’ progress, abilities…
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