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].


Girls-only education: The GDST perspective (Stannard, August 2018).

April 2019

Dr Kevin Stannard, Director of Innovation and Learning at the Girls’ Day School Trust (UK), summarises the recent research on single-sex education, neuroscience, gender stereotyping and pedagogy, concluding that there is strong evidence that girls-only education leads to higher academic achievement, greater diversity of subject choice, and enhanced career progression…

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‘More than boy, girl, male, female’: Exploring school students’ views on gender diversity (Bragg et al., 2018)

April 2019

A study by Bragg, Renold, Ringrose and Jackson employed data from school students in England to explore young people’s contemporary understandings and experiences of gender and gender diversity. The findings of their study revealed transformations in the ways in which gender is being understood among young people today, evidenced by…

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Risk taking and competition in an all-girls school (Laury, Lee & Schnier, 2019)

March 2019

An experiment conducted by American researchers has found that female students from a single-sex school are more competitive than their female counterparts in a closely-matched co-educational school and, furthermore, their competitive behaviours are comparable to that of co-educated males (Laury, Lee & Schneir, 2019, pp. 1-2). In addition, girls from…

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Alliance research guide on gender diversity in schools (2019)

February 2019

The last decade has seen increasing numbers of students expressing a gender identity that does not accord with the sex assigned to them at their birth. A growing number of students are identifying under the umbrella of ‘gender diverse’; a term that describes “people who do not conform to their…

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The effects of all-girls education in the transition to university (Riggers-Piehl et al., 2018)

February 2019

A University of California, Los Angles (UCLA) study of nearly 6,000 incoming female university students has found that graduates of all-girl schools are more likely to show higher levels of science self-confidence, consider themselves critical thinkers, score higher on measures of academic habits of mind, and demonstrate stronger study habits…

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Gender expression, violence and bullying victimisation (Gordon et al., 2018)

January 2019

An American study exploring the association between gender expression and school-based bullying has revealed that violence, victimisation and discrimination within the school environment is strongly patterned by students’ conformity and non-conformity to societal gender norms. The authors provide recommendations that call for school-based programs to give greater attention to gender…

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Role of gender in subjects, university degrees and occupational choices (Tran, 2017)

January 2019

An Australian study has found that single-sex environments have a positive impact on girls through encouraging them to take more male-dominated subjects and university degrees than girls in co-educational schools. The study author, Kieu My Tran, found that, overall, girls’ demand for male-dominated degrees is less responsive than boys’ to…

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