She-nius Minds: Redwood Students Breaking the Gender Gap in STEM

Redwood offers rigorous STEM [science, technology, engineering, mathematics] courses to prepare students for their post-high school ambitions. In such fields, females are minority figures. Female Rangers have taken advantage of the resources available throughout their high school careers.

By: Donya Hassanshahi

Walking the bridge connecting two differing campuses, Main and Sierra Vista comprise the essence of Redwood High School.

Sure, the ten-minute passing periods are a byproduct of our crowded community, but the smiling faces struck by curiosity enhance Ranger culture.

In a school of twenty-five hundred students, the unexpected is always anticipated, but never known. Ranging from developing teenagers to adults, students are exposed to endless opportunities. Whether on or off the field, scholars and athletes are stuck pondering where they or what will venture to for their post-high school plans. In an ever-changing society, it is evident that females must work harder to ensure their aspirations, but Redwood students have been given the resources to ensure their success in real-world circumstances.

Breaking away from secondary school, and placing a person into a limitless space can be eye-opening. According to data collected by the AAUW [American Association of University Women], it is reported that only 34% of women enter STEM fields, and if so, only a few go on to procure higher positions in their work force.

Based on surveys, the AAUW refers to four main sources responsible for the gender gap in these fields. Considering gender stereotypes, the male-dominated culture associated with concepts in STEM discourages female figures from engaging in jobs spanning science, technology, engineering, and mathematics.

Granted the lack of women involved, and their consideration as the minority in such pursuits, the decrease in role models is demotivating to some, as there is no direction to turn to if questions or uneasiness arise.

Roamie Gailey, ’24, aspires to enter the medical field, specializing in pharmaceuticals.

She is involved with varsity water polo and swim athlete, a CSF member, and Key Club. Having taken AP Chemistry, and now AP Biology, she is looking to major in Chemistry—and consider double-majoring in nutrition and dietetics— after high school.

In addition to the sciences, Gailey has taken a dual-enrollment Statistics course through COS and is currently tackling AP Calculus.

So, why does she want to do this? How did she know that this was the path to follow?

“Especially with the sciences, it’s all like a puzzle and I love puzzles—they’re my favorite. You’re trying to find the missing variable, or the chemical that’s doing it, but it’s all with equations and math. Everything clicks if you get it done right; it just satisfies my mind.”

Roamie Gailey, ’24, on why she wants to pursue a STEM field.

Making the most out of her academic experiences, Gailey says she encourages fellow students to “…just take the chance. If you don’t like it in two weeks, drop the class, but we have so many great resources available, like we have great teachers, great tutoring, so just take advantage of what you have, but if its not for you, its not for you. You might find something you’ll like.”

Approaching rigorous courses comes with challenges, but she says overcoming that mental barrier is the best way to success. “I think it’s mostly like mentality because a lot of people are like, ‘That’s hard. That’s hard,’ but I feel like if you just do it, train into it, barrel down it, you can do it.”

To fulfill her goals of entering medicine, Mikayla Duran, ’24, is undertaking AP Biology. Propelling her high school experience, she is involved with performing arts, such as the International Dance program, and a dual-enrolled student through COS.

She says Redwood STEM courses have “inspired me to do more in college”. Looking to major in Biochemistry, she plans to enter medicine, eventually becoming a cardiologist or thoracic surgeon in the future.

Duran is not obvious to the male population that is present in STEM. Given her interest, she says, “It’s definitely all the more reason to do it. Of course, STEM is considered like a male-dominated field, and I think it’s definitely exciting to be a woman with that drive and that excitement for STEM. As more and more women decide to do STEM, I think it’s going to be even more inspiring for future generations.”

Accounting for further generations to come, she says, “It’s definitely something that you want to see: you want to see more female doctors, more female engineers— something like that could inspire your daughters or nieces— and even though it’s challenging, it’s just really exciting for all of us.”

“Of course, STEM courses are really really challenging, but I think a part of it is knowing definitely the right resources, the right people to talk to, but also don’t be faced with these challenges and take it as ‘Ok, I can’t do this’. If you have this dream in you to do STEM, there’s a reason that either God, or somebody put that in your life, that dream, and you should always pursue it even if you’re challenged. I think that’s a part of life—and that’s a part of STEM.”

Mikayla Duran, ’24, on self-drive and perseverance.

Regardless if you decide to act on your inclination, Duran says, “If you have this dream, there’s a reason for it, and definitely follow it.”

Miranda Rojas, ’25, is a dual-enrolled student at COS, third-year member of the ACE [Architecture, Construction, Engineering] academy, Yearbook editor, in ASB, and varsity cross-country and track & field athlete.

During her spare time, Rojas took it upon herself to enroll in a Programming Fundamentals class at COS. In the future, she seeks to major in Engineering or Architecture.

Investing academic and personal time, Rojas says, “I like engineering and architecture because of the different details that go into it. For instance, the framing of the house, I like it because of the small details that had to be done, and the precise measurement because it goes to the detailing, and I like that’s why I like engineering and architecture.”

“This makes me feel inspired because it pushes me to think more. Engineering inspires me, like when I see a building structure, and it makes me think, ‘How do people build this?,’ and about the planning that goes into it is quite interesting.”

Miranda Rojas, ’25, on what how she challenges herself.

Ella Bangi, ’24, is a four-year member of the ACE academy, offering focuses on all aspects of the engineering field. Immersing herself with campus culture, Bangi is also involved as a CSF [California Scholarship Federation], NHS [National Honors Society], and Christian Athletes club member.

After high school, her goals lie in becoming a teacher. Earlier in her high school career, Bangi leaned towards Biomedical Engineering, which regards creating prosthetics in the medical field.

Although she no longer wants to pursue a future in healthcare, Bangi says, “…I think about ten girls within the academy that I’ve been with for the four years, that is also another motivator. We’re all in it together, and I have people who are in the same situation as me as well.”

Being a committed member for the past four years, Bangi says the ACE academy has applied value beyond classroom measures. “Obviously being in this academy, I’m introduced to so many things, and having all this knowledge within the engineering field, I know so much stuff that if I wanted to pursue that field I would feel confident and prepared going into it,” she says.

Despite the impact engineering has had on her, she says she aspires to influence others. “In today’s society, yes, women are kind of singled out in a way that they can’t do as much as men can, so I feel that that’s one thing that motivates me. We shouldn’t be singled out just because we can’t do just as much as men can.”

“It’s amazing. I’ve had the opportunity to be in the academy. The teachers, the atmosphere of all the students—it’s honestly very encouraging. Having this opportunity to be in an environment where I don’t feel as though since Im a women where I feel different within that aspect. The teachers and the students, especially the males in my classroom, they have not given the impression that I need to work harder in that sense. We’re just all in that class and we’re all at that level.”

Ella Bangi, ’24, on having STEM resources accessible

The expansive culture Rangers are immersed in prepares students for what’s outside of the Redwood gates. “Women should feel like they can be able to do what men do. We’re just as strong in different aspects that we can work towards in life,” says Bangi.

Mrs. Lizel Bettencourt is the current, and only, AP Chemistry teacher on campus, also teaching general Chemistry. She has been teaching a wide array of the sciences for twenty-four years. Prior to this year, Bettencourt has instructed Physics, Earth Science, Biology, Chemistry, and AP Biology—graduating from Stanford University as a Biology major.

Bettencourt says, “The motivation for teaching is always because I see the results in the students, how they get excited to learn in any topics that I’ve taught.”

As students prepare for the next step, she says she understands the stresses associated with school. “I know that science is really hard in high school and in college. It’s always scary when you think of taking college chemistry, but we have so many capable students, and hopefully by taking, like an AP Chemistry class, it’s one thing trying to give them that confidence, that they can handle it,” says Bettencourt.

“Specifically for girls, there’s studies that girls excel in math and science, and yet it’s not proportionate to how many are in the actual field, so there’s a disconnect there. When you see them have positive results, you hope as a teacher that you are encouraging them to continue their pursuit in college and beyond.”

Mrs. Lizel Bettencourt on stimulating an interest in students

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Work Cited

American Association of University Women. (2023, August 29). The stem gap: Women and girls in Science, Technology, engineering and Mathematics. AAUW. https://www.aauw.org/resources/research/the-stem-gap/ 

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