The higher the status of a school subject, the less likely the outsiders or inside-outsiders (back to Costa 1995, Aikenhead 2001) are to engage in that subject. Students from some identifiable demographic groups are much less likely to choose science as a subject of study (Aydeniz, M., & Hodge, L. L. 2011).
There is also a serious gender problem in physics which remains the most androcentric science discipline at the university level (Dabney & Tai 2014). And it is not a question of conceptual understanding of the material (Barrett et al. 2012). We also know that role models may not be enough to change this since female and male students tend to rate their female physics teachers lower than their male physics teachers (Potvin et al. 2009).
Simply changing our orientation to senior high school science might be a first step (Habrowski, F. A., III, & Maton, K. I. 2009).
Besides, the more popular the senior chemistry and physics courses are, the more likely you are to get to teach the subjects you love.