Physics opens doors to extraordinary careers in research, engineering and industry. It teaches people to think critically, to solve complex problems and to design solutions to the world’s biggest challenges. But not all young people are welcomed to physics equally. Some are discouraged by out-of-date opinions and widespread misconceptions about what physics is, and some are put off by lazy stereotypes and bias.

The under-representation of women in physics doesn’t seem to bother Katharine Birbalsingh, head teacher of the Michaela Community School in London and chair of the UK government’s social mobility commission. When delivering “evidence” yesterday to the House of Commons Science and Technology Select Committee on Diversity and Inclusion in STEM, Birbalsingh explained that “Physics isn’t something that girls tend to fancy. They don’t want to do it. They don’t like it…There’s a lot of hard maths in there that they don’t want to do.”

When questioned by the committee why that might be – given that girls outperform boys at GCSE and A-level maths – Birbalsingh explained that she didn’t mind. “We’re certainly not out there campaigning for more girls to do physics,” she added. “I wouldn’t do that, and I don’t want to do that.”

While her decision to present parliament with uninformed guesses as opposed to evidence-based insight surprised me, her tired rhetoric is nothing new. Society has been telling women that they’re not cut out for physics and advanced maths for centuries.  In the UK, only 23% of physics A-level students are women. In the Michaela Community School, which Birbalsingh founded, that number is even lower: with only 16% of the physics A-level cohort being young women.

Physics for all

Birbalsingh – who was awarded a CBE in 2020 for services to education – is no stranger to controversial opinions. In 2019 she said that parents should always “back the teacher”, irrespective of how they are treating children. Shortly after the UK rapper Stormzy launched a scholarship for Black British students at the University of Cambridge in 2018, Birbalsingh criticized him for his lyrics that “encourage Black self-hatred”.

To really shift the dial on who studies physics, we need a whole school approach to equity and equality

Her baseless opinions on physics are equal parts absurd and dangerous. The Institute of Physics has studied the under-representation of women in physics for decades. Its longitudinal studies, reports and consultations have shown that there is no intrinsic difference in girls’ preference or ability in physics. Young people opt out of physics because of limited access to exceptional teachers, poor career advice, how they are treated or what they are told by people whom they trust.

Perpetuating the myth that physics is done by lone, nerdy geniuses who work in isolation doesn’t help, either. Sexist language, a school environment that reinforces gender stereotypes, and pastoral support that doesn’t encourage girls to develop self-confidence and resilience present additional challenges.

When people with trusted opinions offer advice that is fuelled by their own biases and misconceptions, they limit young people’s aspirations. For far too long, opinions like Birbalsingh’s have made generations of innovative and talented young women believe they won’t be successful physicists and engineers.

Why reforming scientific awards can help to tackle discrimination in physics

To really shift the dial on who studies physics, we need a whole school approach to equity and equality. All staff – including senior leaders and governors – need to be trained on unconscious biases and gender stereotypes. Although this may not align with the ultra-strict rules of Michaela, students need to be empowered to join this fight for equality, too. Physics teachers should work to introduce content in an inclusive and accessible way – ensuring that their resources and examples are diverse, contemporary and exciting.

Thankfully, plenty of scientists, educators and schools are campaigning for more girls to do physics. These efforts are partly driven by the need to train more young people with physics-based skills and ultimately make the UK economically competitive, and partly by ambitions to build a fairer and equal world.

Challenging outdated stereotypes and improving school culture doesn’t only benefit girls. You don’t need to be good at “really hard maths” to appreciate that and by tackling inequalities in the school system you benefit all young people – and society as a whole.