Outline
Student’s Name
Institution
Date of Submission
Outline
- Title
Reasons for the low participation of African American students in science and technology courses.
- Purpose
The purpose of my speech will be to inform the audience of the factors that contribute to the low representation of African American students in science and technology courses.
- Thesis Statement
The perception of African American students has a negative impact on their participation in science-based courses.
- Introduction
Despite showing interest in science and technology courses, African American students remain to be underrepresented in science-based fields. This is especially evident at the university level, where science courses are not compulsory. I chose this course because I would like to understand the factors that lead to the low participation of African American students in science courses. The audience should care about this topic because it will provide insightful information supporting more African American students to join science courses.
- Body
- Lack of motivation from teachers
- Teachers tend to show low expectations of African American students succeeding in science courses.
- Students who previously had an interest in science may no longer aspire to undertake a science career.
- Financial constraints
- Schools with a large population of African American students are not well funded. This limits their capability to offer science courses.
- Students from a low background cannot fund science courses in higher learning institutions even when they have the interest.
- Racial discrimination
- The widely acclaimed perception that science courses are more befitting for the ‘whites’, therefore, many African American students shy away from them.
- Sometimes when African American students attend science courses, they tend to feel like an outcast due to the longstanding racial divisions.
- Conclusion
The low expectations for African American students, financial constraints, and racial discrimination are some of the factors that contribute to low participation in science courses.
References
Charleston, L. J., George, P. L., Jackson, J. F., Berhanu, J., & Amechi, M. H. (2014). Navigating underrepresented STEM spaces: Experiences of Black women in US computing science higher education programs who actualize success. Journal of Diversity in Higher Education, 7(3), 166.
Dee, T. S. (2015). Social identity and achievement gaps: Evidence from an affirmation intervention. Journal of Research on Educational Effectiveness, 8(2), 149-168.
Larnell, G. V., Boston, D., & Bragelman, J. (2014). The stuff of stereotypes: Toward unpacking identity threats amid African American students’ learning experiences. Journal of Education, 194(1), 49-57.