A recent study analyzing over 120 years of university enrollment data in France, from 1899 to 2022, reveals that the social prestige of certain professions influences how men and women choose to study medicine and law. The research, published in the journal Formation et emploi, highlights a notable difference in how these two historically prestigious fields are perceived and pursued by men and women. For boys, medicine and law are seen as competing options, while for girls, they are viewed as complementary paths. Among men, the study found that when enrollment in medical programs decreases, it is often accompanied by an increase in law enrollments. This suggests that men may treat these fields as alternatives, with law serving as a backup option that still maintains a high level of social status. In contrast, when more women choose to study medicine, they are also more likely to pursue law, indicating a different dynamic. This pattern suggests that the success of women in one prestigious field can inspire greater ambition in other respected careers, acting as a collective signal that encourages more women to aim for high-status academic paths. In this context, prestige is not just a source of competition but also a driver of progress and empowerment, contributing to the overall rise in women in higher education. The study is based on a unique database that tracks enrollment numbers in law and medicine over a long period, focusing especially on the number of female students. Researchers used statistical models to examine the relationships between enrollment trends over time, without assuming their meanings in advance. This method is part of a broader effort to understand "congestion" in higher education—when certain fields become oversaturated or highly regulated, students tend to adjust their choices, often with a delay, based on signals about future job prospects and prestige. These delayed responses can create cyclical patterns, similar to the "cobweb" or "spider web model" in social sciences, where today’s decisions are shaped by yesterday’s conditions and can lead to imbalances in the future. A specific analysis of the period from 1971 to 2020 focused on the impact of the numerus clausus—a policy that limits the number of students admitted to medical schools in France. This institutional rule acts as a major tool for indirectly regulating the university system, but its effects vary by gender. For men, the numerus clausus primarily acts as a direct barrier, pushing them toward other prestigious fields. For women, however, the impact is more complex, involving a delayed response where growing ambitions align with institutional constraints over time. This suggests that the influence of such policies is not uniform and can interact differently with gendered patterns of choice. The study emphasizes that even neutral selection mechanisms, like quotas or enrollment limits, can have lasting effects on gender dynamics in education. It sends an important message to policymakers: without proactive planning, educational systems risk repeating historical patterns of congestion and misalignment. To build a more effective and equitable higher education system, it is crucial to consider how prestige, gender expectations, and institutional regulations interact in shaping the choices and opportunities of future students.