New Research

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. If you have any suggestions for research topics or feedback on our research collateral, please contact our Research Officer, Jan Richardson (e) [email protected].

Access to some areas listed below is restricted to member schools. For more information or member access, please contact Loren Bridge (t) +61 7 55210749 (e) [email protected].


Alliance guide to coronavirus and mental wellbeing resources

March 2020

In order to assist our members during this unprecedented time, the Alliance has compiled a list of resources addressing the issue of managing mental wellbeing, stress and anxiety in teens and children during the coronavirus crisis from Australia, New Zealand and overseas. If you have any suggestions for additions to…

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Do teacher expectations contribute to differences in achievement between boys and girls at the beginning of schooling? (Gentrup & Rjosk, 2018)

March 2020

A German study exploring whether teacher expectations contribute to gender gaps in student achievement has found evidence that girls who experienced strong negative teacher bias were more vulnerable to adverse achievement outcomes, particularly in maths (Gentrup & Rjosk, 2018, p. 295). Understanding disparities in student achievement outcomes on the basis…

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Activity levels of girls in single-gender and mixed-gender physical education (Wallace, Buchan & Sculthorpe, 2020)

March 2020

A Scottish study has found that girls spend significantly more time undertaking moderate to vigorous physical activity in single-gender PE lessons. In addition, most girls enjoy and prefer single-gender PE lessons for games such as basketball. The study authors suggest that segregating PE classes for game-based activities could lead to…

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Productive thinking and science learning in single-sex and mixed-sex design teams (Guzey & Jung, 2020)

March 2020

A study of an engineering design task undertaken in single-sex and mixed-sex teams in an American middle school setting found that the “gender composition of design teams influenced thought processes expressed by boys and girls”, with boys and girls in single-sex teams demonstrating more divergent thinking (brainstorming) than those in…

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Outdoor adventure education in an all-girl school (Richmond et al., 2018)

February 2020

A US study of a six-day outdoor education camp for students at an all-girl school has found that out-of-school time educational activities, especially outdoor adventure programs, can complement classroom learning by boosting feelings of belonging among students, while also developing self-efficacy, self-confidence and resilience. These outcomes were subsequently linked to…

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Future orientation among students exposed to school bullying and cyberbullying victimisation (Laftman et al., 2018)

February 2020

A Swedish study has found that students who are victims and/or perpetrators of bullying or cyberbullying are more likely to report negative perceptions about their future than students who are not involved in bullying behaviours (Laftman, Alm, Sandahl & Modin, 2018, p. 605). Future orientation refers to an individual’s thoughts,…

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Pastoral care in a Catholic girls’ high school (Torres, 2019)

January 2020

An American study has found that alumnae of a Catholic girls’ high school in California highly value the pastoral care, mission, tradition and community that they experienced at the school, as well as the all-female environment which encouraged them not only academically, but also supported them to be involved in…

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Girls’ and boys’ perceptions of the transition from primary to secondary school (van Rens et al., 2019)

January 2020

A Dutch study examined gender differences regarding the experiences of students transitioning from primary school, finding that girls were more successful than boys in adapting to the academic demands of secondary schooling. However, both boys and girls felt ill-prepared to cope with the social and emotional challenges that come with…

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Single-sex fitness classes for girls: ‘It doesn’t seem like PE and I love it’ (Timken, McNamee & Coste, 2019)

January 2020

A US study seeking to increase adolescent girls’ physical activity at school has found that a single-gender health club approach combining gym work with yoga, Pilates, aerobic dance and other activities resulted in a positive response from participants with one girl declaring, ‘It doesn’t seem like PE and I love…

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