From a compelling opinion piece from Inside Higher Education:
The Continuing Conflict Between Mathematics and Femininity
Researchers have examined women’s experiences within the classroom and in professional settings in an effort to understand why and how young women become alienated from mathematics. The most interesting manifestation of this work looks specifically at how our culture constructs femininity and mathematics as mutually exclusive — in ways that ensure that girls and women have a difficult time understanding themselves as mathematical knowers.
Young female mathematics students feel forced to choose between their femininity and their identity as mathematicians. In interview transcripts, they either defend their talent as mathematicians in spite of their femininity or claim their identity as women while explaining away their mathematical achievements. But they clearly do not have the cultural tools available to reconcile both aspects of their identity. Some have argued that this may be one reason why young women who have achieved great success in the field nevertheless drop out of mathematics after secondary school.
We need to tell different stories to expand our cultural understanding of who can engage in mathematics.
I recommend reading the entire opinion piece.