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]

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

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)

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)

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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Upper secondary female students at risk of ill-health from inactivity after lockdown (Hurter et al., 2022)

COVID-19 impacted students’ levels of physical activity, regardless of gender. After returning to school following extended periods of lockdown, “girls engaged in significantly less moderate-to-vigorous” physical activity after returning to school when compared to boys. Researchers have identified upper secondary school female students as an at-risk group, requiring ‘specific COVID-recovery intervention’.

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Role models and women in leadership: Helping or hindering girls’ ambitions? (Paule and Yelin, 2022)

Low numbers of women in key leadership roles have been popularly addressed through interventions that “stimulate girls’ leadership aspirations through the public pedagogy of role models”. Recent research suggests that existing approaches which use celebrities and women in leadership positions as role models do not challenge the “traditionally individualist, authoritarian and masculine” themes present in frameworks of leadership.

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Interventions for girls’ physical activity: New research, benefits, and risks of over-focussing on girls (Pell et al., 2022)

Research in Wales has suggested that the physical activity of girls can decline more than that of boys as they reach adolescence. A ‘primary school-based community linked role-model programme’ draws on evidence that suggests role models could hold a crucial role as an inspiring influence to encourage girls to be (and remain) physically active.

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