Anders, J., Henderson, M., Moulton, V., & Sullivan, A. (2018). The role of schools in explaining individuals’ subject choices at age 14. Oxford Review of Education, 44(1), 75-93. DOI: 10.1080/03054985.2018.1409973
Anderson, M. (2015, December 22). The resurgence of single-sex education. The Atlantic. Retrieved from: https://www.theatlantic.com/education/archive/2015/12/the-resurgence-of-single-sex-education/421560/
Archard, N. (2012). Adolescent girls and leadership: The impact of confidence, competition, and failure. International Journal of Adolescence and Youth, 17(4), 189-203. DOI: 10.1080/02673843.2011.649431
Australian Council for Educational Research. (2008). Senior secondary achievement in member schools of the Alliance of Girls’ Schools. Camberwell, Vic: ACER.
Australian Curriculum, Assessment and Reporting Authority (ACARA). (2018). My School. Retrieved from: http://myschool.edu.au
Bagshaw, E. (2015, May 27). Schools teach coding to get ahead of the pack. Retrieved from: http://www.smh.com.au/national/education/schools-teach-coding-to-get-ahead-of-the-pack-20150520-gh61x8
Belfi, B., Goos, M., De Fraine, B., & Van Damme, J. (2011). The effect of class composition by gender and ability on secondary school students’ school well-being and academic self-concept. A literature review. Educational research review. Retrieved from: http://doi.org/10.1016/j.edurev.2011.09.002
Bell, S., O’Halloran, K., Saw, J., & Zhao, Y. (2009). Women in science: Maximising productivity, diversity and innovation. Canberra: Federation of Australian Scientific and Technological Societies [now Science and Technology Australia].
Best, S., Pearson, P., & Webb, P. (2010). Teachers’ perceptions of the effects of single-sex and coeducational classroom settings on the participation and performance of students in practical physical education. In A. Rendimiento (Ed.), Congreso de la asociacion internacional de escuelas superiores de educacion fisica (pp. 1016-1027).
Biddle, S., Braithwaite, R., & Pearson, N. (2014). The effectiveness of interventions to increase physical activity among young girls: A Meta-analysis. Preventative Medicine, 62, 119-131. DOI: 10.1016/j.ypmed.2014.02.009
Billger, S. (2007). Does attending predominately female schools make a difference? Labor market outcomes for women. Journal of Economics and Finance, 31(2), 166-185.
Booth, A. (2014, October 13). Could girls be better off in single-sex schools? Sydney Morning Herald. Retrieved from: http://www.smh.com.au/comment/could-girls-be-better-off-in-singlesex-schools-20141011-1146ro.html
Booth, A., Cardona-Sosa, L., and Nolen, P. (2013). Do single-sex classes affect exam scores? An experiment in a co-educational university. Australian National University Centre for Economic Policy Research. Discussion Paper No. 679, 1-21.
Booth, A., Cardona-Sosa, L., and Nolen, P. (2014). Gender differences in risk aversion: Do single-sex environments affect their development? Journal of Economic Behavior & Organisation, 99 (March 2014), 126-154.
Booth, A., & Nolen, P. (2009a). Gender differences in risk behaviour: Does nurture matter? IZA Discussion Paper No. 4026.
Booth, A., & Nolen, P. (2009b). Choosing to compete: How different are girls and boys? IZA Discussion Paper No. 4027.
Booth, A., & Nolen, P. (2014). Can risk-taking preferences be modified? Some experimental evidence. CESifo Working Paper No. 4571.
Bradley, K. (2009). An investigation of single-sex education and its impact on academic achievement, discipline referral frequency, and attendance for first and second grade public school students. Ph.D. dissertation, Mercer University, United States — Georgia. Retrieved September 20, 2010, from Dissertations & Theses: Full Text. (Publication No. AAT 3374139).
Buser, T., Niederle, M., & Oosterbeek, H. (2014). Gender, competitiveness, and career choices. Quarterly Journal of Economics, 129(3), 1409-1447. DOI: 10.1093/qje/qju009
Busolt, U., Ludewig, K., & Schmidt, S. (2018). Do single-sex educational programmes in STEM disciplines reduce drop-out rate of female students? In Pixel (Ed.), New Perspectives in Science Education (7th Conference Edition) (pp. 251-255). Florence, Italy: LibreriaUniversitaria.
Cabezas, V. (2010). Gender peer effects in school: does the gender of schools peers affect students’ achievement? Ph.D. dissertation. Columbia University: New York. Retrieved March 16, 2011, from Dissertations & Theses: Full Text. (Publication No. AAT 3420752).
Commons Select Committee [United Kingdom]. (2016, September 13). ‘Widespread’ sexual harassment and violence in school must be tackled. Retrieved from: https://www.parliament.uk/business/committees/committees-a-z/commons-select/women-and-equalities-committee/news-parliament-2015/sexual-harassment-and-violence-in-schools-report-published-16-17/
Cherney, I., & Campbell, K. (2011). A league of their own: Do single-sex schools increase girls’ participation in the physical sciences? Sex Roles, 65, 712-724. DOI: 10.1007/s11199-011-0013-6
Cribb, V., & Haase, A. (2016). Girls feeling good at school: School gender environment, internalization and awareness of socio-cultural attitudes associations with self-esteem in adolescent girls. Journal of Adolescence, 46, 107-114 (published online 1 January 2016). DOI: http://dx.doi.org/10.1016/j.adolescence.2015.10.019
Diaconu, D. (2012). Modeling science achievement differences between single-sex and coeducational schools: Analyses from Hong Kong, SAR and New Zealand from TIMSS 1995, 1999, and 2003. PhD thesis, Boston College (Lynch School of Education), Chestnut Hill, Massachusetts. Retrieved from: https://dlib.bc.edu/islandora/object/bc-ir:101854/datastream/PDF/view
Dix, K. (2017, September 28). Single-sex schooling and achievement outcomes. [rd] Research Developments (Australian Council for Educational Research). Retrieved from: https://rd.acer.org/article/single-sex-schooling-and-achievement-outcomes
Dustmann, C., Ku, H., & Kwak, D.W. (2017, June 17). Why are single-sex schools successful? Centre for Economic Policy Research (CEPR), Discussion Paper DP12101. London: CEPR.
Dustmann, C., Ku, H. & Kwak, D.W. (2017, September 28). Why single-sex schools are more successful. VOX (Centre for Economic Policy Research Policy Portal). Retrieved from: http://voxeu.org/article/why-single-sex-schools-are-more-successful
Eisenkopf, G., Hessami, Z., Fischbacher, U., & Ursrung, H. (2011). Academic performance and single-sex schooling: evidence from a natural experiment in Switzerland. CESIFO Working Paper No. 3592. Retrieved from Centre for Economic Studies website: http://www.cesifo.org
Eisenkopf, G., Hessami, Z., Fischbacher U., & Ursprung, H. (2015). Academic performance and single-sex schooling: Evidence from a natural experiment in Switzerland. Journal of Economic Behavior & Organization, 115, 123-143. DOI: 10.1016/j.jebo.2014.08.004
Fisher, J., Lang, C., & Forgasz, H. (2015, April 22). Girls gain confidence with IT when boys aren’t around. The Conversation. Retrieved from: https://theconversation.com/girls-gain-confidence-with-it-when-boys-arent-around-40160
Fitzsimmons, T., Yates, M., & Callan, V. (2018). Hands up for Gender Equality: A Major Study into Confidence and Career Intentions of Adolescent Boys and Girls. Brisbane: AIBE Centre for Gender Equality in the Workplace, The University of Queensland.
Forgasz, H., & Leder, G. (2017, October). Single-sex versus co-educational schooling and STEM pathways: Final report. Melbourne: Monash University.
Gandara, F., & Silva, M. (2015). Understanding the gender gap in science and engineering: Evidence from the Chilean college admissions tests. International Journal of Science and Mathematics Education, published online 9 April 2015, [1-14]. DOI: 10.1007/s10763-015-9637-2
Gee, K. A., & Cho, R. M. (2014). The effects of single-sex versus coeducational schools on adolescent peer victimization and perpetration. Journal of Adolescence, 37(8), 1237-1251. DOI: 10.1016/j.adolescence.2014.08.011
Gemici, S., Lim, P., & Karmel, T. (2013). The impact of schools on young people’s transition to university. Adelaide: NCVER.
Gilmore, L., Patton, W., McCrindle, A., & Lee, C. (2002). Single-sex classes in a Queensland primary school: An evaluation of outcomes. The Australian Educational and Developmental Psychologist, 19(1), 49-58. Retrieved from: https://eprints.qut.edu.au/12094/
‘Girls 75% more likely to take maths if they go to a single-sex private school’. (2013, November 20). Evening Standard. Retrieved from: https://www.standard.co.uk/news/girls-75-more-likely-to-take-maths-if-they-go-to-a-single-sex-private-school-8951710.html
Gísladóttir, B. & Pálsdóttir, H. (2017). Rannsókn á Hjallastefnunni: Unnin á vegum Háskólans í Reykjavík fyrir Hjallastefnuna á ĺslandi, 2014-2016. Reykjavík, Iceland: Reykjavík University.
Hart, L. (2015). Benefits beyond achievement? A comparison of academic attitudes and school satisfaction for adolescent girls in single-gender and coeducational classrooms. Middle Grades Research Journal, 10(2), 33-48.
Hart, L. (2016). When “separate” may be better: Exploring single-sex learning as a remedy for social anxieties in female middle school students. Middle School Journal, 47(2), 32-40. DOI: 10.1080/00940771.2016.1124660
Hannay, T. (2016, January 27). Single-sex schools: cui bono? SchoolDash. Retrieved from: https://www.schooldash.com/blog-1601.html#20160127
Hill, A. (2015). The girl next door: The effect of opposite gender friends on high school achievement. American Economic Journal: Applied Economics, 7(3), 147-177. DOI: 10.1257/app.20140030
Holmgren, R. (2014). Steeped in Learning: The student experience at all-girls’ schools. Charlottesville, VA: National Coalition of Girls’ Schools.
Institute of Physics. (2012). It’s different for girls: The influence of schools. Retrieved from Institute of Physics [IOP] website: http://www.iop.org/education/teacher/support/girls_physics/file_58196.pdf
Institute of Physics. (2013). Closing doors: Exploring gender and subject choice in schools. Retrieved from: https://www.iop.org/education/teacher/support/girls_physics/closing-doors/page_62076.html
Institute of Physics. (2015). Opening doors: A guide to good practice in countering gender stereotyping in schools. Retrieved from: https://www.iop.org/education/teacher/support/girls_physics/reports-and-research/opening-doors/page_66438.html
Jackson, C. K. (2016, May). The effect of single-sex education on academic outcomes and crime: Fresh evidence from low-performing schools in Trinidad and Tobago. National Bureau of Economic Research, Working Paper 22222. Retrieved from: http://www.nber.org/papers/w22222
Johnson, D., & Gastic, B. (2014). Patterns of bullying in single-sex schools. Sexuality Research and Social Policy, 11(2), 126-136. DOI: 10.1007/s13178-014-0146-9
Kim, D. H., & Law, H. (2012). Gender gap in maths test scores in South Korea and Hong Kong: Role of family background and single-sex schooling. International Journal of Educational Development, 32(1), 92-103 (downloaded version unpaginated). Retrieved from: http://dx.doi.org/10.1016/j.ijedudev.2011.02.009
Lee, K., & Anderson, J. (2015). Gender differences in mathematics attitudes in coeducational and single sex secondary education, in M. Marshman, V. Geiger, & A. Bennison (Eds), Mathematics education in the margins, (pp. 357-364). Sunshine Coast, Queensland: MERGA. Retrieved from: https://www.merga.net.au/documents/RP2015-37.pdf
Link, S. (2012). Single-sex schooling and student performance: Quasi-experimental evidence from South Korea. IFO Working Paper No. 146. Munich: IFO Institute. Retrieved from: http://www.ifo.de/w/kRjbnH5q
Lu, L., & Rickard, K. (2014). Value added models for NSW government schools. NSW: Centre for Education Statistics and Evaluation, NSW Department of Education and Communities.
Lyu, M., & Gill, D. (2011). Perceived physical competence, enjoyment and effort in same‐sex and coeducational physical education classes. Educational Psychology, 31(2), 247-260. Retrieved from: http://dx.doi.org/10.1080/01443410.2010.545105
Mather, J., & Tadros, E. (2014, June 7). Australia’s maths crisis. Retrieved from: http://www.afr.com/news/policy/education/australias-maths-crisis-20140606-iwfn1
McCulloch, K. (n.d.). The Australian maths crisis. Retrieved from: http://www.mentonegirls.vic.edu.au/page/News/Latest_News/The_Australian_Maths_Crisis/
Morrell, P. (2009). Single-sex classroom implementation in a predominantly low-income, public, urban elementary school: Perceptions, engagement, and achievement. Ph.D. dissertation, State University of New York. Retrieved from: http://gradworks.umi.com/33/72/3372221.html
Ontario Education Research Exchange. (n.d.). Gender stereotypes and musical instruments. Ontario Institute for Studies in Education, University of Toronto. Retrieved from: http://oere.oise.utoronto.ca/wp-content/uploads/2012/09/Buttu2008GenderSterotypes_Send2Rschr.pdf
Park, H., Behrman, J., & Choi, J. (2012). Causal effects of single-sex schools on college entrance exams and college attendance: Random assignment in Seoul high schools. PSC Working Paper Series, PSC 10-01. Retrieved from: http://repository.upenn.edu/psc_working_papers/15
Paton, G., and Moore, M. (2009, March 18). Girls ‘do better in single-sex schools’. The Telegraph. Retrieved from: http://www.telegraph.co.uk/education/educationnews/5008712/Girls-do-better-in-single-sex-schools.html
Rawlings, J. (2015). The effect of middle school music ensemble participation on the relationship between perceived school connectedness, self-reported bullying behaviors, and peer victimization. PhD dissertation, University of Michigan. Retrieved from: http://deepblue.lib.umich.edu/bitstream/handle/2027.42/113304/jrrawlin_1.pdf?sequence=1&isAllowed=y
Riggers-Piehl, T., Lim, G., & King, K. (2018, December). Fostering academic and social engagement: An investigation into the effects of all-girls education in the transition to university. Executive summary. Los Angeles: Higher Education Research Institute (HERI), University of California (UCLA).
Riordan, C., Faddis, B., Beam, M., Seagar, A., Tanney, A., & Valentine, J. (2008). Early implementation of public single-sex schools: Perceptions and characteristics. Report prepared by RMC Research Corporation for the US Department of Education. Jessup, Maryland: US Department of Education. Retrieved from: http://www2.ed.gov/rschstat/eval/other/single-sex/characteristics/index.html?exp=3
Roberts, K. (2014). Engaging more women and girls in mathematics and STEM fields: The international evidence. Report prepared for the Australian Mathematical Sciences Institute. Retrieved from: http://amsi.org.au/publications/gender-report-20104/#post_content
Ryan, C. (2016, August). The attitudes of boys and girls towards science and mathematics as they progress through school. Melbourne Institute Working Paper No. 24/16. Melbourne: Melbourne University. Retrieved from: http://www.melbourneinstitute.com/downloads/working_paper_series/wp2016n24.pdf
Sax, L, Arms, E., Woodruff, M., Riggers, T., & Egan, K. (2009). Women graduates of single-sex and coeducational high schools: differences in their characteristics and their transition to college. Los Angeles: UCLA Graduate School of Education and Information Studies. Retrieved from: http://www.heri.ucla.edu/pdfs/sax_final%20report_sing_1f02b4.pdf
Schneeweis, N., & Zweimuller, M. (2012). Girls, girls, girls: Gender composition and female school choice. Economics of Education Review, 31(4), 482-500. DOI: 10.1016/j.econedurev.2011.11.002
Shulruf, B., Hattie, J., & Tumen, S. (2008). Individual and school factors affecting students’ participation and success in higher education. Higher Education, 56(5), 613-632.
Smith, S. (2018, October 4). Iceland’s answer to gender equality: Compensate for differences between boys, girls. NBC News. Retrieved from: https://www.nbcnews.com/news/world/iceland-s-answer-gender-equality-compensate-differences-between-boys-girls-n912606
South Australian Association of State School Organisations Inc. (2016). SAASSO Survey 5: All Girl Schools. Retrieved from http://www.saasso.asn.au/wp-content/uploads/2016/11/SAASSO-Survey-5-All-Girl-Schools-November-25-2016.pdf
Spencer, B., Barrett, C., Storti, G., & Cole, M. (2013). “Only girls who want fat legs take the elevator”: Body image in single-sex and mixed-sex colleges. Sex Roles, 69(7), 469–479. DOI: 10.1007/s11199-012-0189-4
Sullivan, A. (2009). Academic self-concept, gender and single-sex schooling. British Educational Research Journal, 35(2), 259-288.
Sullivan, A., Joshi, H., & Leonard, D. (2008). Single-sex schooling and academic attainment at school and through the life course. London: Centre for Longitudinal Studies, Institute of Education, University of London.
Sullivan, A., Joshi, H., & Leonard, D. (2010). Single-sex schooling and academic attainment at school and through the lifecourse. American Educational Research Journal, 47(1), 6-36.
Sullivan, A., Joshi, H., & Leonard, D. (2011). Single‐sex schooling and labour market outcomes. Oxford Review of Education, 37(3), 311-332. DOI: 10.1080/03054985.2010.545194
Titze, C., Jansen, P., & Heil, M. (2011). Single-sex school girls outperform girls attending a co-educative school in mental rotation accuracy. Sex Roles. Published online. doi: 10.1007/s11199-011-9947-y
Tran, K. M. (2017). The role of performance and gender in subjects, university degrees, and occupational choices (unpublished honours thesis). University of Queensland, St Lucia, Queensland.
Tully, D., & Jacobs, B. (2010). Effects of single-gender mathematics classroom on self-perception of mathematical ability and post secondary engineering paths: An Australian case study. European Journal of Engineering Education, 35(4), 455-467. DOI: 10.1080/03043797.2010.489940
Walters, L. (2015, October 22). Single-sex schools offer girls more and deliver higher paid futures: Principal. Retrieved from: http://www.stuff.co.nz
Wang, Y. H. (2017). Breaking the gendered-technology phenomenon in Taiwan’s higher education. Paper presented at the International Association for Development of the Information Society (IADIS) International Conference on E-Learning (Lisbon, Portugal, July 20-22, 2017), 154-158. Retrieved from: https://eric.ed.gov/?id=ED579372
Watson, C., Quatman, T., & Edler, E. (2002). Career aspirations of adolescent girls: Effects of achievement level, grade, and single-sex school environment. Sex Roles, 46(9), 323-335.
Wilson, S. (2015, February 25). Teachers’ gender bias in maths affects girls later. Retrieved from: https://theconversation.com/teachers-gender-bias-in-maths-affects-girls-later-37844
Wong, K., Lam, Y. R., & Ho, L. (2002). The effects of schooling on gender differences. British Educational Research Journal, 28(6), 827-843. Retrieved from: http://www.jstor.org/stable/1501500
Woodward, L., Fergusson, D., & Horwood L. (1999). The effects of single-sex and coeducational secondary schooling on children’s academic achievement. Retrieved from: http://www.otago.ac.nz/christchurch/otago014822.pdf
Younger, M. (2016, September). Effective pedagogies for girls’ learning: A review of recent research. London: Girls’ Day School Trust (GDST). Retrieved from: http://www.gdst.net/article/effective-pedagogies-girls-learning-report