Produced by NCGS, PEP Talks: Podcast on Educational Possibilities brings together experts in the education and healthy development of girls and young women to share and discuss best practices in educating and empowering girls.
In this episode, NCGS Director of Research Initiatives & Programs Natalie Demers speaks with Dr. Tiffani Riggers-Piehl, principal investigator of a new research study entitled, Fostering Academic and Social Engagement: An Investigation into the Effects of All-Girls Education in the Transition to University. Prepared by Dr. Riggers-Piehl in collaboration with the Higher Education Research Institute (HERI) at the University of California, Los Angeles, this data analysis is an update of the 2009 report commissioned by NCGS and originally conducted by Dr. Linda Sax and colleagues, including Dr. Riggers-Piehl.
Fostering Academic and Social Engagement focuses a lens on how graduates of all-girls schools today compare to female graduates of coed schools in terms of their academic characteristics and readiness for university. The findings are extensive and speak highly of the work happening in our schools—work that is setting up girls’ school graduates to be confident and impactful twenty-first century community members, change-makers, and leaders. In summary, the researchers concluded that when compared to their female peers at coed schools, girls’ school graduates:
- Have stronger academic skills
- Are more academically engaged
- Demonstrate higher science self-confidence
- Display higher levels of cultural competency
- Express stronger community involvement
- Exhibit increased political engagement
Related tags: Academic Achievement, All-Girls Schools, Benefits of Girls Schools, Building Self-Confidence in Girls, Single-Sex Research, Cultural Competency, Community Involvement, Political Engagement, HERI