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Minority interest in math and science
Many explanations have been given to why the number of minority students interested in math and science fields is so low. Many minority students don’t find their math and science classes challenging and lose interest in the subjects very quickly. Teaching technique has also been criticized, and many argue that overuse of textbooks and lack of hands on activities lessens students’ interest in math and science. Finally, a general phobia and misunderstanding of math and science courses by students contributes to lack of interest in math and science.
Many minority students, for whatever reason, are being placed in lower level math and science classes that are less challenging, and thus bore the students. If a student struggles in their math class many teachers will lessen the difficulty of the work instead of teaching the student the hardest material. Students will be permitted to quit advanced math and science courses if the material is to challenging. This instills the wrong values into the students and enforces their belief that math and science courses are to difficult. If teachers allowed the students to struggle and eventually succeed the students would be more confident in math and science. Even in the advanced math and science courses a teacher may slow the pace for a few students, leaving the advanced students unchallenged and bored.
Another source of boredom for students seems to be the classes themselves. Instead of using fun hand on activities to teach students, many teachers dictate their classrooms with textbooks. Math and science classes present themselves as primarily dealing with the memorization of complex formulas that students will never really use, instead of an interesting way to solve real life problems. Students aren’t shown the many uses for the mathematical concepts that they’re learning so math and science as a subject falls in importance. Unless shown the many uses for math and science, and the large job field they enclose, students won’t be able to fully appreciate the importance of math and science in their everyday lives. Teachers need to present these subjects in a positive light and make the classes enjoyable for students, without lessening the difficulty of the material.
Quilt for lack of interest falls upon the students themselves also. Fear and lack of understanding surround many high school math and science classes. Many students won’t take 4 years of math and science classes in high school, or they won’t take the most challenging courses available. There are two main reasons for this, firstly, students feel that these classes aren’t necessary. Students aren’t aware of the huge opportunities that math and science fields have to offer. Students believe that only future scientist take Calculus and Biology. The image of math and science majors as antisocial nerds turns many students off to these classes. Students interested in math and science are portrayed in a negativly and math and science careers are limited to sitting at a desk typing all day in the minds of many students. This general phobia of math and science causes many students to avoid the subjects or predetermine their level of interest in the subjects. Educators struggle to raise interest in a subject that students so avidly avoid. Students must overcome their own fear of these subjects if educators are expected to help them.
Educators struggle to raise interest in a subject that students so avidly avoid.
Lack of interest in math and science remains a serious problem for minority students and there is no single solution. Educators will need to develop new approaches that make math and science more enjoyable, but these techniques will be useless if students continue to refuse to take math and science courses because of fear and stereotypes.



Sources-
http://www.ncela.gwu.edu/pubs/symposia/third/reyhner.htm

http://www.edweek.org/ew/articles/2005/09/14/03threat.h25.html

http://chronicle.com/free/v51/i38/38a03101.htm

http://www.edutopia.org/increase-interest-STEM