From kindergarten to senior year, girls consistently outperform boys academically. Studies have shown that girls are more disciplined about studying and staying on top of their school work. This holds true at Bronx Science, one of the top high schools in New York City that specializes in math and science. Since 1938, the gender gap at Bronx Science, formerly an all-male school, has narrowed significantly as female students continue to excel in STEM-related disciplines.
However, when it comes to advanced math and physics classes at Bronx Science, the gender gap is still apparent. Elize Jonchere ’25 has spent her time at Bronx Science with a focus on taking STEM classes. Having taken AP Biology, AP Physics, AP Calculus, and now Multivariable Calculus, Jonchere notices the clear divide between male and female students in the class. “When I walked into the room [Multivariable Calculus], the entire left half of the class was all guys. I didn’t think it would bother me at the beginning, but as soon as class started, the boys dominated the class in participation.”
Jonchere also notes that she didn’t feel confident coming into the year. “Obviously, multivariable calculus is a challenging class, and I am proud of myself for qualifying. However, there is this preconceived notion that male students are just going to excel in advanced math and physics classes. I’ve heard multiple times that physics [which includes a lot of multivariable calculus] is meant for men.”
Jonchere is highlighting an issue that is noticeable to a majority of the student body. When examining data that displays the gender gap in each class at Bronx Science, female students are significantly more present in Advanced Humanities classes, while men are more dominant in subjects such as Physics, Engineering, and Advanced Mathematics. When analyzing Bronx Science Course Enrollment data, the ratio of male to female students in each class demonstrates the gender disparities. In the class Ordinary Differential Equations, the most advanced math class at Bronx Science, only 17.65% of the class is female. This trend is also apparent in the data for Bronx Science’s most advanced Physics class, Physics with Calculus (AP Physics C), where only 29.41% of the class is female.
Last spring, the Gender Equity Board (GEB), an organization at Bronx Science dedicated to achieving gender equity, aimed to address this issue. The GEB assembled a group of Bronx Science female students who were interested in taking AP Physics C but were discouraged because of the stereotype surrounding female students failing in physics. Cortez Pagan ’25, one of the heads of GEB, commented on this issue. “On GEB, we’ve noticed quite a large gender gap in classes such as Math Research and AP Physics C. This gap is a result of numerous conditions that make female and gender minority students feel uncomfortable taking a more advanced STEM class. One step we’ve taken to try to understand what conditions we could improve to encourage more girls in STEM was holding a focus group last June.”
GEB proceeded to meet with nine female and non-binary students who qualified for AP Physics C but were choosing not to pursue it and tried to understand why gender minorities were so hesitant to take advanced physics classes. Pagan continues, “After hours of discussion, we noticed some common sentiments: their previous STEM classroom lacked structure, female physicists were not taught, and male students received more attention in class.”
Pagan highlights an issue that is statistically proven to be common among female students at Bronx Science. She elaborates, “With these concepts, we conducted extensive scientific research to back up our discoveries and presented a report to the administration. We then made presentations to give to all STEM teachers based on the department, addressing how to overcome barriers that make female students uncomfortable.”
Pagan and GEB are aiming to address an issue that has always been present. Historically, STEM fields were male-dominated due to the general lack of education available to female students. Even though Bronx Science and other schools throughout New York City are aiming to address this issue, female students feel more academic pressure to excel in STEM subjects than male students. By analyzing data compiled by Liza Greenberg ‘25, a member of GEB, female students feel as though they receive less support and are generally less optimistic about their academic futures. 40% of female students responded positively to the statement, “In how many classes, this school year, do YOU feel this statement is true? My teachers notice if I have trouble learning something.” Comparatively, 55% of male students responded positively to the given statement. Additionally, the data suggests females tend to feel more stressed when learning. When posed with the statement, “During the school year, I have felt stressed when learning,” only 8% of female students responded positively compared to 17% of male students.
However, even if female students at Bronx Science feel discouraged from taking advanced classes, the trend is improving as Bronx Science goes above and beyond to make female students feel included. Through work conducted by GEB and reviewed by the administration, there have been substantial increases in female participation in rigorous STEM classes, closing the gap significantly. In the 2024 school year alone, the percentage of female students taking AP Physics C increased by 8%. According to Pagan, the GEB hopes to continue their work. “This year, we hope our presentations to faculty and initiatives such as mock classes will increase participation even more,” Pagan said.
The battle for recognition is ongoing, as proved by the disparities in the statistics above. Stereotypes about girls in STEM persist, from offhand comments by peers to the subtle biases of teachers who might, without realizing it, offer more encouragement to the boys in the class. These microaggressions can chip away at a girl’s confidence, making her question whether she should speak up in class or take a leadership role in a project. The fear of confirming a stereotype by making a mistake can cause some girls to hold back, even when they have the right answers or ideas.
Jonchere commented on this: “Even if I think I have the right answer in [Multivariable Calculus], I feel scared to raise my hand and participate, having overheard many male students comment on how easy the problem is.” After being asked if she regrets taking such an advanced math class, Jonchere comments, “Not in the slightest. Even if I am a gender minority in the class, I can recognize how hard the teachers, the administration, and my fellow students try to make me feel as included as possible.”
Jonchere alludes to a crucial point – this issue cannot be solved overnight. Even if the students and teachers at Bronx Science are working towards making STEM fields more inclusive, it will be a gradual change. What matters is that we are moving in the right direction and making active strides to create change.
The fear of confirming a stereotype by making a mistake can cause some girls to hold back, even when they have the right answers or ideas.