Understanding what works for high-attaining girls in a single-sex school: a capabilities approach

Abstract

The underrepresentation of girls and women in STEM (Science, Technology, Engineering, and Maths) careers has been recognised as a global issue for decades. Despite notable academic success, even high-achieving girls often do not pursue STEM pathways. This trend highlights how structural and cultural barriers persist in male-dominated fields, limiting participation regardless of academic potential. Aligned with Sustainable Development Goal 5, which calls for the elimination of discrimination and violence against women, research identifies two key forms of gender-based inequality in science: horizontal segregation, where women are underrepresented in specific disciplines like STEM, and vertical segregation, which restricts their access to leadership positions. These barriers are frequently illustrated through metaphors such as the "glass ceiling", "sticky floor", and "leaky pipeline", which capture the complex, systemic obstacles that hinder women's progress in STEM careers. Numerous factors contribute to the barriers that women face in STEM, including persistent gender roles, patriarchal norms, the male-dominated nature of STEM fields, low self-confidence during adolescence, the masculine image of STEM fields, negative peer attitudes, a lack of strong female role models, limited course preparation, narrow curricula, early streaming out of foundational maths and science, and the stress and isolation of being a minority. In response to these challenges, single-sex schools are often seen as a potential solution for supporting girls’ engagement and success in STEM. They are believed to foster stronger self-concept, academic confidence, and interest in science and maths among female students. However, despite these assumptions, the current body of research offers limited and often contradictory evidence about the actual impact of single-sex education on STEM outcomes, particularly for high-achieving girls. This gap highlights the need for further investigation into how single-sex educational environments influence STEM aspirations and trajectories. This study employed a case study approach, focusing on a specific group: high-achieving girls attending a single-sex school in Northern Ireland, along with their STEM teachers. The case consisted of female students from this school and the STEM teachers who support them. Qualitative interviews served as the primary data collection method. These were supplemented by longitudinal CAT4 and GCSE results in English, science, and maths over the past seven years, as well as university destination data from the last eight years. To enhance the qualitative findings, self-concept surveys regarding STEM were also conducted with girls attending both single-sex and co-educational schools. The qualitative sample included 15 female students and 7 STEM teachers, while the survey was completed by 145 girls, 64 from single-sex schools and 85 from co-educational settings. The findings were analysed through the lens of Martha Nussbaum’s Capabilities Approach, which emphasises what individuals are able to be and do, and prioritises the development of human potential. This study focused on the extent to which high-achieving girls in a single-sex school reached threshold levels across Nussbaum’s ten central capabilities. Evidence from academic performance and university destinations suggests that the school enabled students to convert their potential into meaningful functionings in STEM, a domain often constrained by gender norms. Interview data further revealed that supportive peer relationships, encouraging teachers, and a non-competitive environment nurtured girls’ confidence and intellectual engagement. Although some unconscious gender-biased beliefs persisted among teachers, often grounded in biological determinism, their pedagogical practices still actively promoted inclusive learning. By fostering respect, and choice, the school functioned as an environment where key capabilities such as Practical reason, Affiliation, Emotions, Senses, imagination, and thought, Control over one's environment were cultivated, contributing to girls’ genuine opportunities to flourish in STEM. Thesis is embargoed 31 December 2030.