The figures in the sports and physical activity professions, as well as in the STAPS (“Sciences et Techniques des Activités Physiques et Sportives) show a "masculinization" in France of both professions (Chimot, 2004) and the university course STAPS (About 28% of the first-year enrollment are women). The Teaching and Physical Education competition is also masculinized (32% of women admitted in 2016, DEPP, 2015). The diversity of actors and actresses, recalled as fundamental in this seminar, is not self-evident if we are interested in gender. A group of activists and academics ("filles en STAPS" ) has joined forces to work on how to introduce a better mix of university courses, following the 4/8/2014 law which establishes the principles of gender equality in sport governing bodies, following the sports code of 22/12/2014, which enshrines the principle of equality (22.12.2014) and following urban policies and interdepartmental conventions that recall efforts to achieve equality between girls and boys. Three researches beginning in 2017 in 6 “academies”: •A statistical study on the STAPS population and its gendered distribution in various regions. • A quantitative study to analyze the orientation choices of high school students. •A qualitative study among STAPS newcomers to fine-tune family configurations, sexual socializations and the role of models and prototypical people in choosing this sector. We will present the first results of the survey in high school to the” lycéen.ne.s” intended to understand the orientation and non-orientation in STAPS of the young women, especially the most sportive ones. To question the low orientation of girls towards the STAPS pathway will allow us to question the massive orientation of young boys towards this path. Is this a process of desertification of the female public or a joint process of attraction for the male public sector (Vouillot, 2007)?