New Research

Providing current research to our members is a strategic priority for the Alliance. We deliver access to valuable resources and analysis 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 Manager, Suzanne Barry (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].


Disordered eating among female adolescents: A topic of consideration for educators (Chen et al., 2022)

September 2022

This research is a reminder for educators in girls’ schools of the seriousness of disordered eating. While the seriousness of eating disorders in Australia’s youth and adolescents cannot be denied, “[m]any more people experience disordered eating (i.e., behaviours consistent with an eating disorder such as restrictive dieting, binge eating, vomiting,…

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Gender norms and traditional cultural understandings: Gender in the early childhood classroom (Gelir, 2022)

September 2022

The question of gender within the early childhood education space is one of topical importance for girls’ schools in Australia (Chapman, 2022). Australia also has an increasingly and rapidly growing body of ethnically diverse families and students, including ethnic minorities, voluntary migrants and refugees (Australian Bureau of Statistics, 2021; Australian…

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A female presence in the student cohort: Positive influences of girls in the classroom (Briole, 2021)

August 2022

Simon Briole (2021) from the Paris School of Economics has published an article that considers the gender composition of school cohorts, and how this can affect students’ short- and long-term outcomes. This article is based on educational data from France recorded between 2008-2012. The main outcomes of this research was…

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Inclusive PE: Benefits for transgender students (Drury et al., 2022)

August 2022

Transgender inclusion has become a prominent topic within education and sports-related policy decisions, yet teachers still face challenges in the education environmental when addressing these concerns. Scarlett Drury, Annette Stride, Olivia Firth and Hayley Fitzgerald from the Carnegie School of Sport, Leeds Beckett University, have considered how these challenges are…

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Academic ‘learned helplessness’ is more common in girls — but a teacher-student connection and a strong sense of place can help (Raufelder & Kulakow, 2022)

July 2022

Recent research in German schools has found that certain factors influence learned helplessness in students. Learned helplessness has enduring implications for students and can occur in multiple environments and contexts — and, importantly, it is more prevalent in girls. Prevention strategies, such as teacher-student relationships and a sense of belonging are protective but must start early, and the threat of exclusion can interfere with their efficacy.

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How perceptions and cultural beliefs affect girls’ experiences of menstruation (Fennie et al., 2022)

July 2022

An international review found that cultural perceptions, economic and institutional resources and sources of information influenced the experience of menstruation and management. Many young girls still experience shame and secrecy around the concept of menstruation and research confirmed that ‘developed’ nations like Australia are not immune to the shame and taboo that surrounds menstruation.

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Parental attitudes and beliefs play critical role in girls’ learning choices (Jones & Hamer, 2022)

June 2022

Recent research by UK-based researchers explored the impact of parent and carer’s attitudes and beliefs on children’s participation in physics. While no causal relationship between ‘parental attitudes and student outcomes’ was found, the authors did conclude that parent beliefs about their child’s likeliness to get a Physics A-level or work in a physics-related field has the potential to impact girls’ self-concept.

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Students’ attitudes towards mathematics and gendered stereotypes: A case study from Sweden (Sumpter et al., 2022)

June 2022

Sweden has been recognised for its high levels of gender equity, but still has highly segregated labour markets. This same attitude is reflected in university level education, but these findings indicate that attitudes towards mathematics in lower secondary are less gendered. This case study seeks to better understand how gendered conceptions of mathematics-related employment develop.

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