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]
Researchers from the University of Western Australia and Edith Cowan University have recently published the findings from a study that considered the influence of social media on girls’ body image and body dissatisfaction. Adolescent girls are more vulnerable than boys to mental health concerns caused by engagement with social media.…
read more –›A recent study undertaken by Scientia Associate Professor Rebecca Collie and Scientia Professor Andrew Martin funded by a grant from the Alliance of Girls’ Schools Australasia focussed on the unique role of academic buoyancy in academic outcomes for girls. 2022 AGSA-Academic Buoyancy
read more –›Youth Survey Reports: Mission Australia Youth Survey 2022, Youth Survey Dec 2022 Summary Booklet, AGSA 2022 Mission Australia Youth Survey Report
read more –›The 2022 STEM Equity Monitor (also known as the Monitor) has been released by the Australian Government Department of Industry, Science and Resources. This report provides an important benchmark for understanding girls’ attitudes towards STEM subjects, and how this might inform their future study and career prospects. The Monitor has…
read more –›Mission Australia recently released the results of its 21st Youth Survey. This is the largest annual survey of its type in Australia, which was developed to “amplify the voices and experiences of young people so that young people have a say in decisions that will affect their future” (Mission Australia,…
read more –›Researchers from Deakin University, Australia and Exeter University, United Kingdom, have considered current conversations regarding the “reinvigoration of interest in feminist activism” (Charles & Allan, 2022, p. 266). By considering the feminist activism of three students from an “elite Australian single-sex secondary school”, the authors considered these questions in order…
read more –›Recent work by Seul-Ki Kim and Young-Chul Kim from the Department of Economics at Sogang University, South Korea, has focussed on non-cognitive student outcomes and the role of single-sex education on these aspects of the student experience. Kim and Kim’s (2022, p. 112) article considers the effects of single-sex schooling…
read more –›The focus on mental health concerns for children and young people has been growing since the early 2000s. Researchers from the University of Exeter have drawn together multiple articles addressing girls’ mental health and its relationship to academic achievement in response to the “mental health ‘crisis’ or ‘epidemic’ that is…
read more –›It has long been recognised that when STEM subjects are taught in co-ed classrooms, girls can be underrepresented when compared to their male peers. This extends beyond the student cohort, and female teaching staff are underrepresented in science in “many European, American and African countries” (Mim, 2022, p. 80). This…
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