Written by Alexandra Steyn

Honors math classes at RCDS are notoriously difficult. On any given day, you may see a group of students huddled together, poring over a page of a math textbook or anxiously working through a challenging homework problem. Higher-level science classes, such as AP Physics or AP Chemistry, teach difficult concepts and material as well. As Upper School students—especially upperclassmen—navigate the formidable stack of Honors and AP STEM courses, one question begs our attention: Why are there often fewer girls in more difficult science and math courses?

Although slight gender imbalances will likely occur in most classes simply due to the greater number of boys enrolled in the Upper School compared to the number of girls, the difference should perhaps not be as large as found in higher-level STEM classes. This year, according to Upper School Math Department Chair Dr. Gueye, 19 boys are enrolled in the Honors Precalculus course, compared to 13 girls. 31 boys are enrolled in the BC Calculus course, double the number of girls, which remains at 15. According to Science Department Chair Ms. Farrell, 24 boys are enrolled in AP Physics MEM, compared to just 5 girls. While there are more girls enrolled in AP Physics 1—24, to be exact—the amount of boys still looms over the girls at 40 boys.

In a survey of sixteen girls in higher level STEM classes, ten girls—63%—responded that they noticed an unequal gender balance in their math classes. However, only a quarter of the girls reported that they noticed an unequal gender balance in their science classes. One girl noted that her AP Chemistry class was well-balanced, but there was a significant difference between the number of girls and boys in her AP Physics class. Because AP Physics is more math-based than other AP Science courses, the lack of girls in Honors math classes could explain the unequal gender balance in AP Physics. (However, it is important to note that the number of girls in AP Physics has increased substantially over the past few years.)

When asked why they believed there were often fewer girls in more advanced STEM classes, several girls referenced the lack of examples and traditional ideas surrounding women’s place in STEM. “It can be intimidating because the fields have been historically male-dominated,” one wrote. Another girl concurred, adding there is “less support and not many examples.” This fact is especially true in Honors math classes, where girls considering those classes might decide not to due to the overwhelming majority of boys. One girl who was the only girl in her BC Calculus class reflected, “While I didn’t face pushback from anyone else, I still felt inherently lonely in that class.” The absence of other girls in Honors math classes naturally causes girls to feel alone, and might even cause them to reconsider their pursuit of a STEM career.

Though girls may feel lonely in Honors math classes, their teachers strive to encourage and support them. Dr. Gueye mentioned that “the presence of strong female students and teachers certainly inspires more girls to follow in their footsteps,” noting the importance of female role models for girls in STEM classes. In recognition of the loneliness girls in STEM struggle with, she added, “I make it a priority to actively support the girls in my classes.” A teacher’s support is essential in supporting students’ aspirations; if a girl feels seen and supported, she is more likely to stay in difficult STEM classes and pursue a STEM career. Ms. Farrell agreed, mentioning that “the science department faculty provides a wonderful representation of women in the sciences.” As Ms. Farrell noted, the Science Department, composed of an almost all-female team with a diverse range of STEM experiences, offers an excellent example of Rye Country Day’s commitment to supporting girls in STEM. She also referenced several support groups for girls in STEM, such as WISC (Women in Science Club), WISE (Women in Science Enrichment), and the Middle School Science Research class. These groups create a network of support for girls in STEM, hoping to boost the number of girls in advanced STEM classes.

While girls in higher-level STEM at RCDS classes may struggle with loneliness and doubts, their teachers are always here to support them. Female leaders are undoubtedly important in encouraging girls to join science and math-related fields. As more girls stay on the Honors math and science tracks, younger girls will feel more confident and pursue STEM careers. With more support and encouragement, gender balances will even out in Honors and AP STEM classes.