ABSTRACTBackground. The underrepresentation of Black and Latinx students in STEM is highlighted due to structural impediments. Although AP... Show moreABSTRACTBackground. The underrepresentation of Black and Latinx students in STEM is highlighted due to structural impediments. Although AP mathematics classes are being introduced as a solution, students from underprivileged schools continue to confront challenges. The study project seeks to investigate the obstacles associated with teaching AP mathematics courses in disadvantaged high schools and to gather perspectives from various stakeholders.Methodology. The study employs qualitative one-on-one interviews and an interpretive research paradigm. The sample comprises mathematics faculty, first-year college students, high school AP math teachers, and one high school student. Thematic analysis is used and ethical considerations are taken into account. Limitations include time and resource constraints, a small sample size, and potential inconsistencies in participant responses.Results and Findings. AP mathematics classes may inspire students to continue STEM in college, yet obstacles such as time constraints and knowledge gaps exist. Students' employment choices are influenced by their own interests and abilities. High school math teachers and college professors highlight algebraic skills as crucial for success in college mathematics, particularly in calculus classes.Discussion. The STEM enrollment problem does not only affect minority students; AP math can be a pathway for all kids. Improving AP math readiness for all students is critical for addressing the STEM professional shortage. It is essential to use extra measures to increase student interest in STEM. Strong foundational algebraic knowledge is required for success in higher education, necessitating stakeholders to focus on improving STEM enrollment and completion rates. Show less
