Why is Gilmore an All Girls School
Why a Girls’ School?
Girls’ schools provide a fantastic opportunity to educate, inspire and nurture the girls of today, who will be the leaders of tomorrow. In a single sex school, every girl is able to be heard. The curriculum is tailored to the needs of girls, which provides the opportunity to develop and excel. In a coeducational environment, girls can be “drowned out by the boys”, whereas in single-sex schools can captain the debating team, choose to study physics or be part of a cricket team.
Highlighted below are some of the many benefits of choosing a single-sex school for your daughter.
Role models and leadership
Every single leadership role in the school is filled by girls, including the SRC representatives, class captains, sports captains, school captains. The girls learn about various influential women, such as Dame Mary Gilmore, and the roles that they have played in History. In coeducational settings, girls can be overwhelmed by the attention seeking demands of boys
The research has consistently shown that girls perform better academically in all girls environments. Without the burden of subject stereotyping, girls are free to pursue academic excellence and each achievement is celebrated.
A tailored curriculum
Girls learn differently from boys. Teachers at Gilmore College for Girls receive special training so that they are able to tailor their classes and curriculum to the needs of the students. This means that the students are more likely to be engaged during class and therefore are able to achieve to their potential.
In society in general, gender stereotypes actively restrict girls from participating in a variety of different activities. At Gilmore College for Girls, there is no stereotyping with subject selections. Girls are encouraged to actively participate and explore a variety of different career pathways that they may not normally consider.
Counteracting negative influences
Girls have the opportunity to work through some of the different challenges that occur during adolescence without fear of embarrassment or being harassed. We run programs that deal with the portrayal of body image and the ‘ideals’ regarding how women can be portrayed in the media. We firmly believe in helping students become comfortable in themselves and their place within society.
At Gilmore there is a heavy emphasis on being ‘Global Citizens’. This is reflected in our MYPIB philosophy. We make sure that the girls connect, using technology, with other students from around the world to collaborate on project involving social justice.
For further reading
Carpenter, P & Hayden, M (1987) Girl’s academic achievements: Singles sex versus co-educational schools in Australia, Sociology of Education, Vol 60, July 1987.
Gilligan, C (1973, 1993) In a Different Voice: Psychological Theory and Women’s Development, Harvard University Press, USA Kusrow, P (1995)
Redefining equality and fairness in culturally diverse classrooms, Contemporary Education 67 (1). Listening to Girls (1992) Australian Education Council on the National Policy for the Education of Girls in Australian Schools. Pipher, MB (1994)
Reviving Ophelia: Raising the Selves of Adolescent Girls, Ballantine Books, a division of Random House. Rowe, K (2000)
National Coalition of Girls’ Schools, Achievement, Leadership & Success: A report on Educational, Professional and Life Outcomes at Girls’ Schools United States Sadker, M & Sadker, D (1994)
Failing at fairness: how our schools cheat girls, Touchstone, New York. Spender, D* & Sarah, E (1980)
Learning to Lose: Sexism and Educaiton, The Women’s Press, London Tutchell, E (1990)
Dolls and Dungarees: Gender Issues in the Primary School Curriculm, Milton Keynes, Open University *Dr. Spender is a Patron of The Alliance of Girls’ Schools (Australia) Ltd.