In all-girls learning environments there are no stereotypes about what girls like or where they excel. Girls as young as six can be led to believe men are inherently smarter and more talented than women, making girls less motivated to pursue novel activities or ambitious careers. All-girls educational environments negate this societal norm by providing opportunities for girls during a critical time in their growth and development.
Fosters Her Voice
Girls’ school students strengthen their voice and are encouraged to speak freely without interruption.
Academic studies and countless anecdotes make it clear that being interrupted, talked over, shut down or penalized for speaking out is nearly a universal experience for women when they are outnumbered by men.
Develops Leadership Skills
Girls’ schools empower students to become bold leaders.
At girls’ schools, girls demonstrate great confidence in female leadership and become increasingly interested in leadership positions themselves. Data suggests that girls at coeducational schools actually become less interested in leadership positions with age.
Fosters Increased Interest & Confidence in STEM
All-girls learning environments champion the educational needs of girls as a group currently underrepresented in STEM (Science, Technology, Engineering, and Math) majors and careers.
Girls’ school graduates are six times more likely to consider majoring in math, science, and technology compared to girls who attended coeducational schools.
Students in all-girls learning environments are supported by a community of peers, teachers, and school administrators.
The overwhelming majority of girls’ school students feel supported at their schools: 95% feel supported by their teachers (compared to 84% of girls at coeducational public schools), 90% report feeling supported by other students (compared to 73%), and 83% feel supported by their school administrators (compared 63%).
The Santa Fe Girls’ School is a member of the National Coalition of Girls’ Schools; more information can be found at NCGS.org