Women in STEM at NHS

As I look up from my lead-covered, whiteboard marker-populated, and eraser-shreds-littered black lab table in my AP Physics classroom, I see a poster of some of the most notable female figures in  STEM fields hanging on the wall: Marie Curie, Patricia Bath, and Ada Lovelace. They were physicists/chemists, inventors, computer scientists, and some of the most inspirational female figures showcased in our schools. When I try to feel inspired by their accomplishments, however, I look around my classroom and see that I am only accompanied by two other female students. This class is composed of 18 students, including myself, but only three of us are female (and our teacher is also male). Every time I walk into this classroom, I encounter a sense of discomfort. But why are female students less present in STEM classrooms such as this physics classroom.

An infographic published by the American Society of Mechanical Engineers reports that as of November 14th, 2024, women make up only 34% of the STEM (Science, Technology, Engineering, and Mathematics) workplace; additionally, women only represent 16% of all engineering fields. These are alarming statistics that raise important questions surrounding female representation (or lack thereof) in these fields. To improve female representation and gender diversity in STEM fields, initiatives need to be taken at the first level: public schools. While Needham High School is taking great steps, as there are many outlets and resources for female students to find support and guidance in finding their place as women in STEM, there are also still issues surrounding female representation and discrimination here, such as my experience in my AP Physics classroom. 

Ms. Regrut, head of the Science Department at Needham High School for the past ten years, shares her observations on the spread of female students in STEM classes. Ms. Regrut feels, like me, that women are not adequately represented in physics classes: “I would say that there's an imbalance with more males taking AP Physics.” Having female students exposed to this imbalance early on in their careers can explain why female students are less likely to enter physics, engineering, and other STEM careers later in life. Tackling this issue at this fundamental education level will improve female representation in professional fields. This is because if the atmosphere in elementary and secondary schools becomes more positive, female students will be more inclined to jump into STEM careers.  

There are a multitude of different actions that students can take to combat this issue, but arguably one of the most efficient actions is creating outlets and communities for female students to come together. Stephanie Sucher, one of the three female students in my AP Physics class, comments on the importance of banding together: “Positively, it makes a better sense of community between the three of us. We’ve all really connected throughout the beginning of the year.” These connections that we have formed in AP Physics are critical for our growth and ability to strive in this class. We help motivate and inspire each other and prevent each other from feeling defeated or alone. 

Another great example of forming a community and connections between female students in STEM at NHS is the Women in STEM Club. Mila Piatkov, president of the Women in STEM Club, shares that “The initial factor that is often attributed to the lack of female representation in STEM fields is their upbringing. Starting in middle school, girls are often less supported and encouraged to pursue harder STEM classes, which only continues in high school.” Thus, it is imperative that our schools work to motivate and inspire female students to pursue STEM fields despite potential backlash and discrimination in the fields. This club works to expose females to mentors, share inspirational stories, and form key connections between the students. Another impressive initiative this club tackles involves the local middle school: “We also are working to create a STEM tutoring program at the middle school, working to bridge the gender gap that we see in later classes [such as AP Physics or AP Calc].” Women in Stem’s efforts attack the issue at the ground level. A survey respondent in an article published by UNESCO reveals how necessary it is to expose young female students to the importance of females in STEM: “The lack of visible role models is another factor. Ask children to draw a scientist and most will draw a man.” Thus, actions taken by students in high schools, such as the Women in Stem Club, push to close this gender gap. By exposing young girls to the wonders of STEM early on in their education, when they reach high school or college, they already have that sense of confidence to enter into STEM fields regardless of the gender ratio. 

The problem remains, however, that once these female students enter high school and are motivated to take STEM classes, they are still likely to face misogyny and discrimination. The common counterargument is the claim that women are just less interested in those fields. However, that is simply not an adequate justification because there is so much more happening behind the scenes that contributes to an unwelcoming atmosphere. There is unconscious bias and prejudice, and an unhealthy work environment that simply makes women feel uncomfortable. Women, like all people, do not like to feel disrespected or “picked on” in the workplace. This is this fear in mind, and it is no wonder that women might choose a different career. 

Ms. Regrut shares, “I don’t think there’s a fear of numbers; I don’t think there’s a fear of math,” and she’s right. Women are not uninterested in science or math or engineering just by nature. They are uninterested in feeling like an outsider, which is simply unacceptable and unethical. An article published by New York University professors and students verifies this claim: “College-bound women are not less likely to enter specific fields because more math or science is required, but rather because of the gender discrimination they are likely to encounter in those fields.” Mila shares some of the discrimination she has experienced at NHS: “There are subtle factors that can make a hard class harder. For example… there are comments said and actions done that are not punished, which often can make girls feel uncomfortable.” It is critical that there is some type of punishment for the slide remarks and comments made by male students. Another suggestion specific to NHS would be hiring a female physics teacher, because currently, every single physics teacher in the school is male. As previously stated, active role models are a vital part of how female students find inspiration and motivation to remain in these intimidating and discriminatory fields. For me, I have found my own role models by watching notable documentaries and films such as Hidden Figures, which follows the life of mathematician Katherine Goble, who worked at NASA, and reading autobiographies of how female scientists overcame difficulties during their long careers such as Breaking Through: My Life in Science by Katalin Karikó, a biotechnician who worked in post World War II Hungary. Hearing their stories has saved me from giving up on my passion and love for science and math, especially my experience in physics and computer science (I was one of two girls in my AP Computer Science class last year). However, as I picture the possibility of having a future female AP Physics teacher at NHS, I can imagine how inspiring that instant role model can be for future STEM-bound female students like myself. 

It is also notable, however, that not all STEM fields have an underrepresentation of females. In fact, certain sectors experience the exact opposite: an overrepresentation of females. At NHS, this is seen through classes such as anatomy, physiology, and AP biology: the so-called health sciences. Often, classes in this science domain are correlated with nursing, which is a heavily female-dominated field. Thus, it makes sense for more female students to take classes related to health science, as the most recent statistic from the Pew Research Center shows that females represent 74% of all health-related jobs. Women see themselves represented in health industries already, so we can see this disparity here at Needham High School, where Ms. Regrut explains: “In the last three or four years, we’ve had maybe 60-70 students take physiology, and it’s been majority girls, like strong majority girls,” but she notes that she has seen more of a balance between male and female in those classes this year. Nevertheless, the fact remains that in other sectors of STEM fields, such as engineering, computer science, and physics, there remains a heavy underrepresentation of females. It is vital that our high schools and middle schools continue to combat this imbalance issue so that our female students can reach their full potential. Anyone can enroll in STEM classes, and classes are just the beginning. As our world grapples with societal, environmental, and economical changes, it is crucial for women to be more represented in STEM sectors, for the sake of their personal growth and potential as people, but also for the benefit of creating inclusive communities and healthier work environments for all.