Why Girls Do Better at an All-Girls School - The Benefits of All Girl Schools

why a girls' boarding school?

The National Coalition of Girls Schools commissioned Goodman Research Group, Inc. to conduct a study with over 4200 alumnae. In 2000 the published findings indicated:

93% agreed that girls' schools provide greater leadership opportunities
91% felt girls' schools are more relevant to young women's academic needs
87% felt young women should be encouraged to attend girls' schools
85% felt girls' schools provide young women with more encouragement in the areas of science, math and technology than coed schools
72% felt girls' schools are more relevant to young women's personal and social needs
71% felt more prepared to transition to college than their counterparts from coed schools
85% felt themselves better academically prepared than their counterparts
63% felt girls' schools prepare young women for the "real world"
Girls school graduates consistently outscored females and males nationwide on both sections of the SAT with scores on average as much as 20% higher
94% of respondents had or were attending college
In science and math, NCGS alumnae majored at a higher rate than females and males nationally (13% NCGS, compared to 2% females and 10% males)
86% of alumnae had volunteered in a community service organization
80% of respondents held leadership positions since graduating

At Bromley Brook we provide what girls need:

Most girls perform better and report more satisfaction and confidence in an educational setting that is cooperative, connected, collaborative, inclusive, and hands-on
The presence of boys in the classroom suppresses the performance and attitude of girls and those with low self-esteem are suppressed even further
Girls need adults besides parents who can provide advice and support
We learn 95% of what we experience - for girls, hands on learning is critical - it is relational, reinforcing connectedness and gives tangible proof of competence and mastery

Math and science are a critical area of emphasis for demonstrated competency or success later in life in any profession
They bolster confidence, promote the pursuit of higher education translating to better jobs, more equitable pay, and healthier living (1)

Skill development in problem solving, analytical thinking, and logic
Girls consistently rate themselves lower on self-esteem than boys. For many girls, this gap increases with age through adolescence and while boys seem to emerge from this period more confident; girls do not regain this same confidence in their abilities. (2)

(1)Adelman, Clifford. "Women at Thirtysomething: Paradoxes of Attainment," Washington, D.C.: Office of Educational Research and Improvement, 1991.

(2)The AAUW Report, American Association of University Women, 1991.

Girls own self-esteem rating has a significantly higher impact on them than boys. This loss of self esteem translates behaviorally in several ways:

To a “loss of voice,” resulting in an inability to speak up about something when they know it is wrong or dangerous, even if they know they are right
Lack of trying, if they lack confidence in an area, they avoid it
Inability to take healthy risks, challenge themselves personally, socially, academically

Girls tend to base value judgments and morality on connectedness, boys tend to base it on justice

The affective (limbic) system of the brain, the seat of emotions, more significantly influences girls in terms of values, beliefs and behavior. Most girls:

Have greater social sensitivity
Have greater need to discuss the feelings they have about their difficulties
Have a need for more reassurance and encouragement
Receive confrontation and criticism as failure
Have a need to please
Are more greatly influenced by affective variables in general with relation to achievement and participation

Regardless of confidence level, most girls enjoy and engage in creative pursuits, finding some level of emotional relief and fulfillment through the experience
Dr. JoAnn Deak says in her book, “How Girls Thrive” that girls need a balance of confidence, competence and connectedness to be successful. She says, “it’s not enough to talk about the ‘three C’s,’ they must be experienced . . . enough to enhance self-esteem. She says, “All three need to be present and somewhat equal to yield the highest level of self esteem.”

Girls are physiologically different than boys, with different biological needs and biorhythms

Girls tend to mature faster than boys in the areas of auditory perception, gross and fine motor skills and physical and sexual development

Hormonal influences in utero and throughout life, create significantly different behavior and thinking patterns in girls and boys. Most girls:

Are less inclined toward aggressive play and reactions
Have less defined spatial skills
Approach problem solving using many areas of the brain simultaneously rather than using one or two discreet areas
React to stress differently than boys. High levels of confrontation and stress create a chemical reaction that causes girls to withdraw and be depressed rather than engage a fight or flight mechanism (3)
Process emotions differently. In a highly emotional state, girls are typically unable to access rational thought

When exposed to confining rules, codes and expectations, girls tend to go underground to meet their own needs and the needs of their peers

(3) Gurian, Michael. The Wonder of Girls; Understanding the Hidden Nature of Our Daughters. New York, NY. Simon and Schuster, 2002.

Most girls do not have adequate knowledge of female physiology in order to adequately care for their bodies
Girls have a need for connectedness and will create family and relationships where none exist
Adolescent girls are particularly intrigued with spiritual mystery and understanding the connection of intuition and experience