While it seems clear that current physiological research on humans, including brain imaging studies, finds few consistent differences between male and female brains, systemic societal expectations and socialization results in differing abilities and behavior from the cradle to the grave when studying groups separated by gender.1 Societal and parental expectations are a major factor influencing schoolchildren and young teens, with their growing needs for individuation and independence. Adolescents are at the prime stage in their development to have issues regarding gender stereotypes brought into awareness and thus to be able to break free of them. In addition, young girls who excel in science, technology, engineering and mathematics (STEM) subjects may not be aware of discrimination they could encounter in the future, whereas if they have knowledge, they will be more equipped to fight against such issues. Another topic which can be explored here is the growing level of anxiety in girls which may be the result of gender expectations to please adults.2 Finally, the dearth of women in leadership roles in politics, business, and virtually every field must be analyzed and understood if we are to grow healthy, confident, female leaders for the future. Female political leaders are held to different standards from males.3 According to Sarah Thebaud and Laura Doering, “When men direct others, they’re often assumed to be direct and competent. But when women direct others, they’re often disliked or labeled abrasive or authoritarian.”4 These types of attributions are likely affecting our current political situation. These researchers also point out, perhaps more importantly for our students, traditional gender stereotypes can bias employment outcomes in terms of who applies for and is hired for particular jobs, how much they are paid and who receives promotions and career advancement, thus directly impacting our young people’s futures.