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by Shriyadita De for Silver Quest; Art by Rosalyn Fang and Sophia Li
The Blair STEM Magnet program was established in 1985 to reshape the demographic makeup of Blair. Four decades later, however, another critical issue persists in the program: the gender imbalance. The longstanding challenge highlights the pressing need for initiatives that actively address and correct the underrepresentation of women in STEM, especially within the Magnet program.
The Problem
The gender imbalance in the Magnet program leads some girls to feel discriminated against. Sophomore Aanya Garg says, “I have definitely seen gender-based discrimination because a lot of girls (and just non-men in general) feel as if they aren’t as respected by some of the boys in the Magnet program, whether it’s about insensitive jokes or general assumptions about their academic abilities.” Garg points out how the gender imbalance in the Magnet program creates an uncomfortable environment for girls, and others concur. A student who spoke on the condition of anonymity says that she “noticed that in advanced math courses like Functions, there tends to be more boys than girls… In my math class, the boys tend to congregate into groups and [others] don’t feel included in their conversations.”
While sophomore Esther Lim says that she has observed the gender disproportion, she believes that the Magnet program does a good job at providing the same opportunities for all. “I feel that there is a gender imbalance in numbers, but when it comes to opportunity or access to opportunities, I personally haven’t experienced or seen a gender imbalance,” Esther reflects. Segregation from their male peers is an omnipresent problem that girls in the Magnet feel, even if they have not personally experienced it. The importance of fixing this issue continues to grow and the time has come -- but how can we effectively tackle it?
Creating a Better Future
A wide variety of student and teacher-led initiatives has brought more awareness to the gender disparity issue. Lim says, “I have seen some initiatives to stop this problem, such as raising awareness about this problem itself so that people can realize what may be causing this imbalance. The more people are educated or exposed to this fact, the more they will think about it and come up with the reasons [as to why the problem exists], maybe even novel solutions.”
However, Garg says that simply bringing awareness on this issue is not enough to make a change in the Magnet program, saying, “The initiatives that I’ve seen are talks by some teachers and administrators addressing the issue and talking about its harms, but I do feel like not everyone takes these things seriously. I think that this is a good start to what should be done, but we definitely need to have more reinforcement of these ideas. A way to do this is by mak-ing efforts to get everyone to interact with each other more.” An anonymous interviewee also agrees with the idea of getting everyone to interact with each other, “My teachers often try to engage the entire class in conversation, so students, girls in particular, because they tend to be more shy, can get a chance to speak up.” With efforts from both sides – teachers and students – we can create an environment comfortable for all in the Magnet.
Not only has this issue been brought up in class, but clubs such as Code Girls have helped girls in the Magnet feel more empowered and supported in their goals. “Gender-based clubs are great tools to decrease those gender inequalities,” says Sophomore Eliana Wang, one of the captains of Code Girls. “Code Girls offers weekly lectures and extracurricular opportunities for girls to learn more about topics in computer science. The members not only learn the content but also get to build community with other club members and form connections.” With clubs like Code Girls available, girls in the Magnet program are able to learn more STEM topics of their interest while being in a supportive setting, showing the positive impact of such targeted initiatives within the Blair community.
A possible solution for reducing the gender imbalance in the Magnet program may be to incorporate a “mentorship” program, where female freshman and sophomore students are paired with juniors and seniors. This opportunity would allow girls who recently entered the Magnet program to gain advice, guidance, as well as inspiration to live up to their potential in their high school journey. The pairs can be connected with similar interests, hobbies, and passions, creating a close-knit community that empowers female students here in the Magnet.
Conclusion
The gender imbalance in Blair’s STEM magnet program is a serious concern, affecting many of the girls in their Magnet classes. While current initiatives have made visible progress, there remains more work to be done. With efforts from all, we can make sure everyone, including girls, feels welcome and has the same chance to do well in our Magnet program.
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