Why All Girls?

 

Research on single-sex education indicates a potential:

• To break down gender stereotypes especially during early adolescence when gender roles are most ridgid.
• To foster a freedom to explore abilities without the intimidation and self-consciousness inherent in many co-ed groups.
• To create a learning environment in which girls become players rather than spectators.

For adolescent girls, it is found and reported by girls themselves, that single gender outdoor adventure programs:

• Facilitate greater participation for girls.
• Girls are more likely to share feelings and talk openly.
• Creates safe space to explore new skills and take risks on both a physical and emotional level, esp when sharing feelings and speaking out were involved.
• Can provide adolescent girls a safe space in which to take risks, develop skills, build relationships and practice authentic self expression.

References:

Culp, R. (1998). Adolescent girls and outdoor recreation: A case study examining constraints and effective programming. Journal of Leisure Research, 30(3), 356-379.

Dillow, K., Flack, M., & Peterman, F. (1994). Cooperative learning and the achievement of female students. Middle School Journal, (Nov.), p. 48-51.

McKenney, P. (1996). A program evaluation of an all-girls’ outdoor adventure program. Unpublished Master’s Thesis, Prescott College.

Roberts, N.S. (1997). A Guide to Women’s Studies in the Outdoors: A Review of Literature and Research with Annotated Bibliography. Needham, MA: Simon & Shuster.

Sadker, M., & Sadker, D. (1995). Failing at fairness: how our schools cheat girls. New York: Touchstone.

Sax, L. (2006). Why Gender Matters: What Parents and Teachers Need to Know about the Emerging Science of Sex Differences. New York, NY: Broadway.

Stabiner, K. (2003). All Girls: Single Sex Education and Why it Matters. Riverhead Books.