By the time one reaches high school, many people have formed negative attitudes and low self-efficacy regarding mathematics and science. The exploratory research presented is intended to aid us in formulating better questions on the origins of this attitude formation. Informal interviews coupled with attitudinal questionnaires with subjects who self-identify as having low ability in math and science help us locate commonalities in their language and experiences. This will inform continued research next year, pinpointing ideas that will populate additional questionnaires. In addition, it may suggest possible interventions for those who have not formed a negative attitude yet as well as remedies for those who have.
