Partners: GSA Breaking the Bias The universal power of girls’ schools and girls’ education

BREAKING THE BIAS

Donna Stevens restates the transformative value of an all-girls’ school education.

As the expert in girls’ education, GSA champions the best interests of girls and women; rigorous The power of girls’ schools The pertinence of an education that puts irl a ition fi r l at it eart cannot research compellingly proves the power e over tate fi r l elieve irl of a girls’ education built for girls. The schools help girls thrive and grow into the facts are that girls’ schools are crucial to future women they elect to be. achieving gender equality; They achieve: t e level t e pla in fi el transformative outcomes: for girls and consistently • Girls in classrooms ca pai n for t e enefi t are more likely to of girls and women, and pursue ambitious always have. educational goals • Girls excel athletically The Female and have greater chances Context for leadership roles t i an we are • Girls achieve a fi ve eneration awa disproportionately large from achieving gender share of the top exam parity at the current grades in the UK rate of c an e n , nternationall e catin gender bias, whether girls is life changing: lifting deliberate or not, still people out of poverty, affects women’s life growing economies and opportunities, ambitions saving lives and right to equality world-wide. This has Whereas: nothing to do with the • Girls working alongside innate talents and skills of high-achieving boys that girls and women; The Peterson set their educational goals lower, lack n tit te lar e t ever international rve confi ence in t eir a ilitie , an o le of co ntrie fo n t at co panie well in science and maths in contrast to with 30% more women at the top (at girls in girls’ schools C-suite level) saw a 15 percent increase in • Girls get less teaching time in co-ed profi ta ilit in ine schools because generally teachers

“The world should be a place where every girl can learn and lead. To achieve this we must ensure our economies, societies and education systems work for girls, not against them.”

Malala Yousafazi GSA Alumna, Edgbaston High School interact with boys more often in the classroom by a margin of 10 to 30 percent

New cross-sector research partnership

GSA’s passion is to fuel generations to come with an education that understands the female experience, and the newly incorporated cross-sector research group is testament to that commitment.

The biggest research collaboration of its kind, the working group will be steered by airfi el i c ool for irl , arro ate a ie olle e, a e fi el irl c ool, orwic i c ool for irl , e ai i c ool, t nne at olic i c ool for irl , e enrietta arnett c ool, an i le on i c ool t will teer anal tical ata collection across the educational sector to critically examine factors that enhance or diminish the development of girls in schools and present a national vision, and blueprint, for girls’ education. With up-todate insights and deep-dive reporting, it will serve as a powerful resource for the on-going understanding and development of teaching programmes, pupil-centred resources and toolkits, and positive learning outcomes.

GSA’s goal is to create the world as it should be, a place where every girl can achieve and lead; and it is our belief that a girl’s education gifts every girl with the skills and appetite to recognise her full talents, and rightfully realise a brilliant life. ●

DONNA

STEVENS is CEO of the Girls’ Schools Association which represents 160 girls’ schools. She previously worked at the Independent Schools Council leading their research department.