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]
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…
read more –›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…
read more –›There exists an ongoing, global shortage of staff in STEM fields, which is complicated by a significant under-representation of women in STEM roles. Girls can have equal potential and talent to their male peers in these fields, yet often represent a significant cohort of “untapped potential” (Dierickxa et al., 2022,…
read more –›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…
read more –›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…
read more –›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.…
read more –›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…
read more –›A recent research study that considers “Spanish secondary school teachers’ views of gender differences in academic achievement and study choices” has been published by authors from an interdisciplinary research institute in Spain (Sáinz et al., 2021, p. 1). The authors initially developed the idea for this article due to the…
read more –›A recent article from Kendall L. Beeman (2022) has explored the benefits of online learning for typically quiet girls, and how educators can use this information to support students in face-to-face classroom environments. The extensive online learning transition that occurred during the COVID-19 pandemic provided various opportunities for “typically quiet…
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