The neoliberal pressures in the form of raising achievement benchmarks contributes to the reversal of the gender gap in physics & computer science courses, having less girls in STEM

Explaining a reverse gender gap in advanced physics and computer science course‐taking: An exploratory case study comparing Hebrew‐speaking and Arabic‐speaking high schools in Israel. Halleli Pinson  Yariv Feniger  Yael Barak. Journal of Research in Science Teaching, January 30 2020. https://doi.org/10.1002/tea.21622

Abstract: In the past three decades in high‐income countries, female students have outperformed male students in most indicators of educational attainment. However, the underrepresentation of girls and women in science courses and careers, especially in physics, computer sciences, and engineering, remains persistent. What is often neglected by the vast existing literature is the role that schools, as social institutions, play in maintaining or eliminating such gender gaps. This explorative case study research compares two high schools in Israel: one Hebrew‐speaking state school that serves mostly middleclass students and exhibits a typical gender gap in physics and computer science; the other, an Arabic‐speaking state school located in a Bedouin town that serves mostly students from a lower socioeconomic background. In the Arabic‐speaking school over 50% of the students in the advanced physics and computer science classes are females. The study aims to explain this seemingly counterintuitive gender pattern with respect to participation in physics and computer science. A comparison of school policies regarding sorting and choice reveals that the two schools employ very different policies that might explain the different patterns of participation. The Hebrew‐speaking school prioritizes self‐fulfillment and “free‐choice,” while in the Arabic‐speaking school, staff are much more active in sorting and assigning students to different curricular programs. The qualitative analysis suggests that in the case of the Arabic‐speaking school the intersection between traditional and collectivist society and neoliberal pressures in the form of raising achievement benchmarks contributes to the reversal of the gender gap in physics and computer science courses.

Check also Disentangling physics from the norms of patriarchal white supremacy must begin with an honest accounting of the roots of the Western scientific project in the project of slavery:

Making Black Women Scientists under White Empiricism: The Racialization of Epistemology in Physics. Chanda Prescod-Weinstein. Signs, 2020, vol. 45, no. 2. https://www.bipartisanalliance.com/2019/12/disentangling-physics-from-norms-of.html

And The harsher grading policies in STEM courses disproportionately affect women; restrictions on grading policies that equalize average grades across classes helps to close the STEM gender gap as well as increasing overall enrollment:

Equilibrium Grade Inflation with Implications for Female Interest in STEM Majors. Thomas Ahn, Peter Arcidiacono, Amy Hopson, James R. Thomas. NBER Working Paper No. 26556. December 2019. https://www.bipartisanalliance.com/2019/12/the-harsher-grading-policies-in-stem.html