Research Library

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]

Considerations for educators when implementing leadership skills development programmes in girls’ schools (Fulton et al., 2019)

Despite a significant growth in leadership programmes designed so support the development of girls’ leadership skills, information regarding the “prevalence and type” of programmes in secondary schools is limited (Fulton et al., 2019, p. 1). The authors of this article conducted an online survey of 239 school counsellors in Texas,…

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Exploring positive leadership development strategies for adolescent girls (Eva et al., 2021)

Most leaders experience their first exposure to “formal development training in adolescence” (Eva et al., 2021, p. 1). Despite many intervention programmes across many environments, a leadership gender gap still persists. In an effort to address this gap, researchers from Monash University, the University of Edinburgh and the University of…

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Strategies for positively engaging girls in studies of AI and STEM (Alvarez et al., 2022)

Educators have been aware for some time of the well-recognised gender disparities in STEM-related education and employment fields in Australia (Australian Government Department of Industry, Science and Resources, 2019, 2022). The 36th AAAI Conference on Artificial Intelligence included a collaborative paper from researchers at North Carolina State University, Vanderbilt and…

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Supporting adolescent middle school girls’ self-esteem: Interventions to consider (Pleas, 2022)

A new research study from Garnita L. Pleas (2022, p. 98) has focussed on how educators “describe strategies used in contributing to the self-esteem of adolescent middle school girls”. Pleas, from Grand Canyon University, undertook online surveys and one-on-one interviews to explore how educators’ perspectives and approaches can benefit middle…

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Combining person- and process-focussed feedback to improve girls’ experiences in STEM (Paechter et al., 2020)

The need for STEM-related skills and expertise is growing globally, yet women are significantly under-represented in this field of work. Girls’ decisions to participate in STEM classes and extra-curricular activities are influenced by numerous factors, not least the ongoing impact of gender interest stereotypes and the lack of positive female…

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The impact of TikTok on girls’ during the pandemic: A liberation of girlhood, or cause for concern? (Kennedy, 2020)

Melanie Kennedy (2020) has developed an article based on observations of TikTok and its influence on girls during the pandemic. This research particularly responded to changes in the rise of TikTok and girls’ use of the platform during the early COVID-19 lockdowns. During these extended lockdowns, there was widespread discussion…

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Challenging gender stereotypes in mathematics: Supporting girls in their journeys towards successful experiences in maths (Cameron et al., 2021)

Researchers from Mount Saint Vincent University in Canada have explored how different social factors and issues can influence girls’ experience of mathematics education. These influences included gender, parental education and curriculum. Using these factors as a model, this article addressed several of the key issues impacting female engagement in mathematics.…

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Supporting adolescent girls to navigate sexualised imagery on social media (Papageorgiou et al., 2023)

The widespread use of social media among adolescents has been linked to both positive and negative effects. Benefits can include “enhanced opportunities for learning and greater peer connection and support” (Papageorgiou et al., 2023, p. 1). However, negative influences have been more widely documented by a range of researchers and…

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