Higher levels of girls and women's participation in targeted areas are widely apparent, particularly in affluent and middle-class sites. Here, we report on research with young middle and upper middle-class high school girls successfully enrolled in non-traditional advanced placement (AP) courses in mathematics, science, and computer programming in a suburban school district in Midwestern USA. Focus group interviews with 45 of the highest achieving students in this affluent suburb revealed salient inequities and lingering impediments in the struggle for women's equality. Likewise, the limitations of gender equity politics are evident in the co-opting of discourse of privilege and individualism. (Contains 1 note.) [Abstract included in French.]