Opening Remarks

New Zealand was the first country in the world where women won the right to vote and it’s now a leader for gender parity in politics. The last election ranked New Zealand at number five in the world for women’s representation in parliament, at 48.3 per cent, up ten points from the previous election. Now up again to 49.2 per cent, New Zealand is one of only two OECD countries to achieve gender equality in parliament. A new chapter has also been opened in Australian politics with a record number of independent female MPs recently elected. Much has been said about this exciting wave of forthright, trailblazing, smart women; many of whom are graduates of girls’ schools. This would be no surprise to anyone familiar with the benefits of single-sex education for girls. Clearly, there is something inherent to the girls’ school environment that better prepares women for high-level leadership. So what is it about a girls’ school education that ignites in young women the determination, inspiration and motivation to lead? What gives them the courage and grit to be change-makers? In girls’ schools, students are intentionally equipped with the knowledge and skills required to overcome social and cultural gender biases, and in doing so, actively break the stereotypical norms that define women in society. This is achieved through an education and co-curricular programme that rewires the implicit biases that so often limit women. A study by the University of Queensland found that confidence levels for girls in single-sex schools matches that of boys, while girls in the general population consistently demonstrate lower confidence levels than boys. In other words, the study found that a girls’ school provides the environment for their students to develop and maintain innate confidence and healthy self-belief. And it is confidence, or a lack of confidence, that is frequently attributed to the under-representation of women in senior leadership roles. Research shows unequivocally that girls thrive in an all-girls environment; they do better academically, socially, and emotionally. In a girls-only setting, girls participate more freely in discussions, are more competitive and take more healthy risks with their learning — skills that are advantageous for life success. Girls’ schools provide significant leadership opportunities — 100 per cent of the leadership positions (not just 50 per cent) are held by girls. The power of mentoring and role modelling provided by past students also provides girls with invaluable leadership development opportunities. Data from a US study shows that girls’ school graduates are more likely than co-ed school counterparts to be involved in political activities, demonstrate social and political agency, and be supportive of societal improvements. They are more likely to be change-makers. Our Spring edition of Evergreen offers affirmation that St Margaret’s College is purposefully building girls’ confidence, conviction and self-belief, making sure that our girls have the skills and knowledge to speak out and to break down barriers, empowering them to learn, live and lead.

Diana Patchett, Executive Principal

Fitzsimmons, T.W., Yates, M. S., & Callan, V. (2018). Hands Up for Gender Equality: A Major Study into Confidence and Career Intentions of Adolescent Girls and Boys. Brisbane, Qld: AIBE Centre for Gender Equality in the Workplace – The University of Queensland. Riggers-Piehl, Tiffani Ph.D. (2018) Fostering Academic and Social Engagement: An Investigation into the Effects of All-Girls Education in the Transition to University - Higher Education Research Institute, University of California, Los Angeles