When science and math teacher Kala Terselic was in high school, she entered the classroom every day to see only one other female student in her advanced physics class. She leaned on her female peers and they found a support system within each other.
Sophomore May Williams believes non-male students may see the low numbers in their classes as a deterrent. So when their teachers ask them whether or not they want to take a class like Quantitative Physics, they might be hesitant. The science department is actively attempting to address the issue of gender imbalance in the higher-level Quantitative Physics classes.
This year, 17 male-identifying students are taking Quantitative Physics as opposed to 8 non-male students. Meanwhile, the ratio for Quantitative Chemistry is 34 male students to 26 non-male students.
Junior Adina Wei thinks the male students in her Quantitative Physics class are often louder than their non-male peers, which can make it harder to feel comfortable.
“I think it’s easy to feel intimidated, especially because I guess at least most of the girls who are in Quant right now aren’t the super energetic type,” Wei said.
She appreciates how the science department gives the opportunity for female-identifying students to talk to each other about the decision between Physics and Quant Physics.
“Girls in Quant Chem had a lunch where the girls from Quant Physics came in and talked to them about whether they want to do Physics or Quant Physics,” Wei said. “I think that’s a really good way that you practice, trying to encourage more girls to be more involved in the science department.”
Quantitative Chemistry teacher Karen Slon believes that for female-identifying students, the problem might be a matter of confidence.
“People have come from different backgrounds and have some gaps that we could fill to make sure that they feel confident in their skills,” Slon said.
The encouragement that junior Aiden Roberts, a male-identifying student, receives from his teachers is what he attributes to his success and willingness to participate in his Quantitative Physics.
“Definitely, the teachers are really good, which helps. And the classes are interesting and also challenging. And I think what the challenge does is, it’s not so easy that I get bored,” Roberts said.
Teachers have experienced feeling overlooked while pursuing careers in STEM. Terselic recalls her male peers in college repeating her ideas as if they had just come up with them.
“I’ve had that every once in a while, the feeling of [my peers] are not listening to my contribution in whatever way,” Terselic said.
Out of 28 non-male ninth-graders, 28% said they plan on taking Quantitative Chemistry next year, and 53% of non-male sophomores plan to take Quantitative Physics, according to a form posted on Schoology out of 124 Upper School students.
“It’s important for people to make it clear that everybody can do a certain field,” Williams said. “Because if somebody is really interested in something, say, in this case, it’s physics, but they don’t feel like they should take the harder course or the more challenging course, because they’re worried that they’re going to be alone and there’s not going to be anybody else like them, then you could really miss out on having important and good ideas in the class.”
