Highlighting the Bronx Science Gender Equality Council: Insights and Perspectives
In the halls of the Bronx Science High School, a shift is underway. The student government, senior council, and club boards are predominantly composed of women, marking a significant step towards gender equality. At the forefront of this change are Pritika Patel '24 and Malena Galletto '24, who have formed the Gender Equity Board (GEB) to address gender enrollment issues in advanced STEM classes such as App Development and Game Theory, AP Physics C, and more.
The GEB aims to be a pillar of Bronx Science history by improving the inclusivity of class discussions and increasing the number of gender minority students in advanced Physics classes. This is a crucial move, given the male domination in higher-level physics and computer science classes, and the perception of biology as a "soft-science" or easier STEM subject.
Patel and Galletto have found significant satisfaction in their work with the GEB. They hope that the next GEB members, such as Liza Greenberg '25, will continue expanding on the work done this year with more targeted best practices presentations. Greenberg brings a unique perspective as the only junior on the board, representing students who are deciding on classes for the next year.
However, the GEB's work is not just about numbers. Microaggressions towards women in advanced STEM classes are often overlooked due to male dominance in these classes. Gender disparities can be subtle and difficult to identify, such as a female student taking on more work or being tasked with secretarial duties.
Patriarchal structures still persist in the Bronx Science community, affecting power dynamics and perpetuating gender norms. Despite the matrilineal system, where inheritance and lineage are traced through women, patriarchy operates on a different axis, shaping power dynamics and marginalizing women.
To tackle these gender disparities, critical awareness and education, intersectional approaches, policy reforms, empowerment programs, and cultural shifts are essential. By promoting understanding of systemic gender biases, encouraging allies from all genders to participate in change, and redefining leadership and success beyond hierarchical patriarchal models, we can foster inclusive environments where all identities flourish.
References:
- Acker, S. (1990). Hierarchies, jobs, bodies: A theory of gendered organizations. Gender & Society, 4(2), 139-158.
- Collins, P. H. (1990). Black feminist thought: Knowledge, consciousness, and the politics of empowerment. Univ of South Carolina Press.
- Ferree, M. M., & Hess, B. (2000). Controversy and consensus in modern American feminism. Oxford University Press.
Key Distinctions:
| Concept | Definition | Impact on Gender Power | |-------------------|---------------------------------------|-------------------------------| | Matrilineality | Inheritance and lineage traced through women | Does not inherently empower women socially or politically | | Patriarchy | Social system where men hold primary power | Institutionalizes gender disparities and male dominance | | Matriarchy (rare) | Hypothetical system where women hold power | Would invert or eliminate patriarchal hierarchies, but rarely documented historically |
- The Gender Equity Board (GEB) at Bronx Science High School plans to spotlight the history of gender disparities in advanced Physics classes and aim to be a crucial part of that history by promoting equal representation.
- In the context of Bronx Science, while inheritance and lineage are traced through women, patriarchal structures still persist and impact power dynamics, perpetuating gender norms.
- Liza Greenberg '25, the only junior on the GEB, brings a fresh opinion to the board, focusing on best practices presentations that target advancing gender minority students' enrollment in advanced STEM classes.
- Education and self-development are key components in the GEB's efforts, as they believe raising awareness of systemic gender biases and empowering allies from all genders can foster more inclusive environments that celebrate diversity and equality. (References: Acker, 1990; Collins, 1990; Ferree & Hess, 2000)
