How important is Multi variable Calculus and Linear Algebra in 12 th grade for a girl

Has she taken 3-4 science courses?

So far she has taken three year history but no APs in History. Last year AP Chem. This year 5 APs (BC Math, Computer Science, English, Foreign language, and Biology). and honors in History and some other graduating requirements.

3 science course so far in high school. Earth Science Regents in 8th grade, Honors Science in 9th, AP chem (5), and AP Bio. And AP Physics C next year (senior year).

How many DE classes can she take for free?

What is DE classes mean? By the way she has no interest in getting credit for any classes. I think she has made her mind to AP Stats, AP push, and enroll in AP micro and AP macroeconomics. This way she will not miss her friends, and if block schedule allow she will take a music theory course.

If she’s already taken Honors US History, she should NOT take APUSH. Those two are redundant, students take one or the other. She could take AP Euro or AP World.
She’ll be bored to death in AP Stats if she loves math, as it’s either a complement to students taking Calc, or a senior math class for strong humanities/social science students who can’t or won’t take calculus.
DE classes = Dual Enrollment classes.
Often, high schools allow students to take 3 classes at the high school and 2-3 classes at a local college. This way, the student has classes at the HS in the morning and stay on campus for the college classes, for a total number of classes in line with the graduation requirements while maintaining rigor.

I will ask her to look into this, thanks for the info.

I am not aware about DE classes and will ask her guidance counselor

If she can take more than one class at the college, she “optimizes” her travel time by having more than one class there. Because college classes are every other day, she could take different classes at the college (say, Math 1:10-2pm on MTThF, then Foreign Language 202 at 2:25-3:05pm MWF and History 2:30-3:45 on T-TH).

Unfortunately there are huge gender issues when dealing with stem especially in the math world. It is always important to be aware of those issues and deal with them appropriately.

Here is a recent editorial from the Harvard Crimson that addresses the issue head on.

http://www.thecrimson.com/article/2017/10/25/editorial-math-gender-gap/

@collegedad13 This article is (typically) irresponsibly written as are so many rants against perceived victimization. Is it true there are fewer women? YES. The article (again typically) states as fact without any citations of proof the burden on non males. “The striking gender gap in Harvard’s Mathematics Department is not surprising for those who concentrate in this field—and especially not for non-male students, who face daily struggles and self-doubt in their academic pursuits.” How? How is this quantified? Simply because there are few women? So tiresome…

@center It is a reality not a rant. There are many academic citations on this topic. You may want to take the time to review them. The Crimson piece was an editorial not an academic article. There is a difference. Name calling something as “tiresome” does not make the problem go away. Are you a math professor or someone with first hand knowledge in the field?

Oh, good Lord, I’ve been a female structural engineer since 1986 and my gender is not an issue. I’ve never struggled with “self-doubt” and I can’t think of any other women who have, either.

Here you go. It is a problem. A couple of cites to get you started. There are lots more.

Easterly, Debra M., and Cynthia S. Ricard. “Conscious Efforts to End Unconscious Bias: Why Women Leave
Academic Research.”
Journal of Research Administration
42.1 (2011): 61-
73.

Nosek, Brian A., et al. “National differences in gender–
science stereotypes predict national sex differences in
science and
mathematics
achievement.”
Proceedings of the National Academy of
Sciences
106.26 (2009):
10593-10597

Would your answer to the specific question posed (i.e. should the student take multivariable calculus and/or linear algebra, with the context of scheduling/commuting issues and compromise to other course options?) be different for a female versus male (or non-gender-binary) student?

Good question UCB! I always think you should take what you love. So I think she should take the MV Calculus and Linear Algebra if that is what she loves. As an aside far fewer girls than boys take those classes in HS so it helps integrate you into the math community.

My kid when they were in HS were faced with the same scheduling issues. I got them a car so they could drive themselves back and forth between HS and the local university. We live on the west coast and lots of kids have cars. I don’t know how practical that is for the OP

Look a 12 year old girl on an all male hockey team may feel awkward or a boy on an all girls field hockey team or a girl in a class of mostly men. Unconscious bias is inferred. The term itself is a dangerous slippery slope. That Harvard article cites not one shred of documented bias or discrimination. It is all Inferred or conveyed. It is no less irresponsible than people who say that all white people have unconscious bias --especially when they dont agree with some idea or agenda being publicized. So lets see-Harvard should hire at least 50% female engineers (find them and hire them regardless of qualifications) and then get only female engineers to mentor the female students because only same gender or color can possible create a setting comfortable enough for someone to succeed.

Would your answer here be any different if the student were not female?

No need to start a debate on gender in stem in this thread. Let’s focus on the OPs kids question on what to take.

My daughter was never was a victim because she is a girl. Initally she was looked as little strange for few days when she stst going to higher level math class, or math clubs; but once she showed her work ethics, she was just accepted as another guy. In fact she became math and robotics team captain, not because she is a girl, but she was willing to work and provide same valuable input just like other kids.

My daughter is not a victim, she has learned that she has to work hard like anyone else.