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What Have Boys Who Are Smart At Math And Science Ever Done For Humanity?
By AL BAKER
In the United States, girls have outshined boys in high school for years, amassing more A’s, earning more diplomas and gliding more readily into college, where they rack up more degrees — whether at the bachelor’s, master’s or doctoral levels.
But that has not been the trend when it comes to one of the highest accomplishments a New York City student can achieve: winning a seat in one of the specialized high schools.
At all eight of the schools that admit students based on an eighth-grade test, boys outnumber girls, sometimes emphatically.
Boys make up nearly 60 percent of the largest and most renowned schools, Stuyvesant, the Bronx High School of Science and Brooklyn Tech, and as much as 67 percent at the High School for Mathematics, Science and Engineering at City College, according to city statistics.
While studies suggest that girls perform as well as boys in math and science classes in high school, their participation in those fields drops off in college and ultimately in careers, a phenomenon that the White House, with its Council on Women and Girls, and the National Science Foundation have tried to reverse.
The fact that girls are underrepresented in New York’s top high schools, which tend to be focused on math and science, and which have more than a dozen Nobel laureates among their alumni, worries some academics who see the schools as prime breeding grounds for future scientists and engineers.
“It is very suspect that you don’t have as many girls as boys in New York City’s specialized schools,” said Janet S. Hyde, a psychology professor at the University of Wisconsin who has published research on girls’ performance in math and science from elementary school through college. Individual girls might be losing opportunities, she said, “but it is also bad for society as a whole because in a global economy we need to identify the best scientists and mathematicians.”
The racial makeup of the schools has been a combustible issue for years — 5 percent of the students accepted this month into the elite schools were black, and 7 percent were Hispanic. Civil rights groups have argued that using a test as the sole basis of admission favors students with means to prepare for the test, and have pushed unsuccessfully to have the schools adopt additional criteria, like middle school grades, for admission.
The gender imbalance has not generated the same kind of protest. But several academics and analysts said the reliance on the test might also play a role in keeping girls out. While girls outperform boys on an array of academic benchmarks in high school and college, they still trail on standardized tests, like the SAT, according to federal Department of Education statistics.
This year, of those who took the Specialized High School Admissions Test, 51 percent were girls. But only 45 percent of those offered seats in the schools were girls.
... Even the specialized schools with a focus on the classics and humanities, Brooklyn Latin and the High School of American Studies at Lehman College, now have a majority of male students. It was not always that way: Girls outnumbered boys at both schools until recently. American Studies has used the specialized admissions test since it opened a decade ago.
But in the first few years at Brooklyn Latin, founded in 2006, it had a broader admission policy based on grades and exams. Once it was made one of the specialized test schools, its population swung toward males.
A corollary, perhaps, of the masculine leanings of the eight schools is the makeup of some of the elite high schools that do not use the specialized admissions test for admission.
At Fiorello H. La Guardia High School of Music and Art and Performing Arts, which admits students based on grades and auditions or portfolios of artwork, 73 percent of the students are girls. At Bard High School Early College, which has campuses in Manhattan and Queens, as well as at Millennium, Beacon and Townsend Harris High Schools, girls outnumber boys by at least 3 to 2.