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,…
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
For more information or member access, please contact Loren Bridge (t) +61 7 5521 0749 (e) [email protected]
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…
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…
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…
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.
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.
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.
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.
Schuster et al. (2022) found that educators’ gender stereotypes led to a stereotype-contrasting grading bias. If gender bias was present, markers compensated by being more generous, leading to discrepancies in the consistency of teacher judgement.