Learning across different cultures can be challenging. Cultural aspect plays vital role in education in many ways. The means in which people communicate vary widely from one culture to another. Cultural, ethnic, racial biases play vital role in the development of interest to choose career track. These aspects usually influence the performance level of the students especially where these factors determine the environment for schooling. As the level of such issues growing to increases the problem start to get rising. This will enhance the gap in performance of one cultural group from another. There could be multiple reasons for such differential gaps in performance among different cultural dimensions that are later discussed in this report. The kind of rational straight talking assertive ideas that might be valued in one culture may have disagreement in another culture. Not surprisingly people from different geographic regions often communicate differently. In individualist culture like of the United States, goals, aims, missions, rights, and needs of each person are considered important. By contrast, in collectivist culture (commonly in Latin America and Asia) consider the concerns of group to be highly important. In following discussion I will discuss some of aspect Hispanic culture that determines interest, success, or failure in Mathematics and Science?
Hispanic Students under-perform because lacking fluency in English

Many students in public schools are classified as "limited English proficient" (LEP). Seventy-five percent of these students are Hispanic. LEP students come from such demographics where other languages are dominant instead of English so they feel inconvenient in speaking, reading, writing, or understanding English. This lacking of fluency in English has been hurting many Hispanic students to choose mathematics or science in their advance learning. These schools have to introduce special English learning programs to cope difficulties that Hispanic students are facing. Language proficiency plays key role in creating interest level in any particular area this will lead to higher understanding of topic that will enhance the motivational level of specific field. Concrete understanding will also make student able to develop an attitude of critical thinking that initiate the interest level. Fields of scientific mathematical nature need an higher aptitude of critical thinking element.
 

Hispanic Students Often Face Institutional Racism or Cultural Biases at School
Cultural biases or racial discrimination has also been affecting interest level of Hispanic students that will affect the success of their performance. The educational systems that are free such cultural biases or racial discrimination has attracted more students. That will also enhance the level of motivation of these students. This will further lead to incremental development of students. Hispanic students are more likely than non-Hispanic white students to be placed in general or vocational tracks or to be assigned to remedial or special education classes. A research study of Hispanic presence in instructional materials also discovered that they are frequently excluded or presented in a stereotypical or biased fashion. These and other types of discrimination will hinder the learning process that will reflect in decline in performance level of students.

Fear and anxiety from Science and mathematics
The feeling of fear and anxiety stops most girls entering in mathematics and science field. A common understanding in society is that the ability to comprehend mathematics and the sciences is inborn or inherited. This belief deeply influences as a result that many parents and K-12 teachers have a reaction to these subjects, and their attitudes often have transformed in the attitudes of students. It can be hard to convincing students who feel or believe they have no or lack of aptitude for mathematics or science that they can understand even the simplest mathematical concepts. Their belief can serve as a self-fulfilling prophecy, which results in mathematics or science avoidance. Avoidance in high school can be resulted in some women's lack of preparation for college-level mathematics and science courses. Although men may have math anxiety, but as compared to men women are more probable to be affected. The more anxiety levels the more chances of going away from math or science field. The level of fear creates an attitude of restricted oneself to develop deep thinking of a particular area of study. So their is a higher need to reduce the anxiety and fear level to boost interest level.

Many talented Hispanic girls report extensive anxiety to enter mathematical or scientific fields. That leads these girls to choose fields that are normally associated with women, even though they actually feel attraction towards mathematic or science fields. Mathematically talented females positively appear to be conscious of their ability to prove themselves in math and science areas. They are aware of their full spectrum or array of abilities and capabilities. These mathematically gifted women can get advanced qualifications in mathematics or science fields. But most of them are choosing other fields like: medical, law, the humanities, management or biology. The most plausible reason is that many of these mathematically gifted young women have inherited fear or anxiety in math or science fields. Gifted young people typically begin career exploration early and have clear interests and values that begin to crystallize early in their teens. It is necessary to decrease the level of fear and anxiety to get better opportunities from the gifted talent that Hispanic girls possess. There gifted talents can play a vital role in success of their career path whether of a scientific or humanistic field they chose. This will also increases the probability to be more successful in their career track of science or mathematic field.
 

Intellectual Abilities
Males are more compatible to possess high levels of certain narrow and specific spatial abilities. These capabilities are important to their success in engineering and some of the physical sciences as compared to females. Few people are aware of a fascinating phenomenon that goes far in explaining both the sex imbalance of the faculty at certain universities. Why do so many more males than females emerge in the position of the most renowned scientists, such as Albert Einstein or Richard Feynman or Stephen Hawking? This is the critical point: Males are more flexible to choose challenge than females – more males show up at the top of the mountain and at the bottom of the object.
Males and females are far more alike in some qualities or characteristics, usually they are unlike in intellectual abilities, but there are relatively fascinating exceptions at certain point. Females normally excel in verbal skills and have a substantial advantage in their communicating and human skills. More women are enrolling into law school as Law draws on the verbal talents and human interests that are common among women. Their ability to write persuasive briefs, plead a case with fluency, and dealing with cases and clients all require human skills and complexities.
Whereas in engineering and the physical sciences, these verbal and interpersonal skills does not plays any significant role. Instead the science or mathematics field need other types of skills; especially spatial capabilities, are far more important, and here males have the advantage, particularly the ability to conceptualize objects rotating in space ("3-D Thinking") or visualizing different concepts.

Women are more interested In ‘People’
Women are naturally having greater interest in "people" and males in "things". This idea has been a core in the research literature since the beginning of the century. Research studies shows that more of the mathematically Hispanic gifted women chose medicine, law, and biology (or other social sciences areas) subjects other than scientific fields; they were expressing firmly held values and serious interests in area of humanities or social areas. These young women have made their career choices of their own not to go into the physical sciences due to their deficient intellectual abilities. Some females do select mathematics or physical sciences as careers, but most females go for other choices.

Inferior performance in Standardized test from Hispanic Students
Hispanics under-perform as compared to non-Hispanic on standardized tests of math, science, and reading proficiency in elementary schools that also have an affect to career determination. These results of standardized test give clear indication to the student about level of their aptitude to select math or science field. These results also reflect the probability of success or failure of examined student. Even though the student having lower aptitude towards mathematic can develop their abilities by attending preliminary or crash courses in math or science fields so they enable themselves to be ready to accept the challenges offered by scientific arena.
 

Role of national policy options and their implication for a Growing Hispanic Student Population
There is a need to improve educational policies to help out Hispanic students. There is a vital need for improvement at the level of under-performing schools, rather than students and their families. Under-performing schools are commonly known for the main causes of lower educational success by students. Following this justification, four major policy options are offered that have the most potential for improving the performance of Hispanic students: program enrichment strategies, standardized performance assessment, market-based initiatives, and democratic institutional reform.

Teachers’ knowledge of Hispanic culture
There is a critical need for teachers who are more knowledgeable about Hispanic students and better prepared to teach them. Studies indicate teachers from similar backgrounds or minority cultures have a positive influence on the satisfaction and performance of such minority students. This satisfaction level will further enhance the relationships between students.

Hispanic Health Issues
High poverty, low educational attainment, and low occupational status have negative effects on learning. Unfortunately, many Hispanics share these risk factors.

Visualization
The greatest physicists of the twentieth century were noted for their highly visual styles of thinking. In his lecture before the Prussian Academy of Sciences on January 27 1921, for example, Einstein gives this telling illustration:
"Can we visualize a three-dimensional universe which is finite, yet unbounded? The usual answer to this question is ‘No,’ but that is not the right answer. The purpose of the following remarks is to show that the answer should be ‘Yes.’ I want to show that without any extraordinary difficulty we can illustrate the theory of a finite universe by means of a mental picture ..."
Why males have an advantage in certain visualization abilities, just as why women have an advantage in human skills, is difficult to understand. But tantalizing clues suggest that sex hormones may be part of the explanation.

Barriers to success
Factors that are contributing to discriminated or unequal participation of minorities (Blacks, Hispanics etc) in science and mathematics education include understaffed and under-equipped schools-usually found in minority communities-judgments, tracking, thoughts about talent, number and excellence of science and mathematics courses offered, access to experienced teachers, access to resources, and curricula emphasis. Biases in school funding also highlight the social framework of schooling. Schools, particularly secondary schools, in urban areas with a high fraction of economically disadvantaged or a high proportion of minority students offer restricted access to science and mathematics education.

According to NSF (1996), being labeled by ability is very important to student achievement because teachers tend to have different expectations of students in the different groups. Teachers of "high-ability" classes are more likely than those of "low-ability" classes to emphasize the development of logic and analytical skills. Students in "low-ability" classes are more likely to refer a textbook and spend most of the time doing assigned problems and unlikely to be given to write reasoning about work out a mathematics problem and contribute in hands-on science activities. Hispanic students also have less access to qualified faculty members. Math or Science classes with higher ratio of minorities group are less likely than those with lower proportions of minorities to have faculty with majors in the mathematics or physical sciences.  The instructional emphases in mainly minority classes are likely to be different as well. The teachers in science and mathematics classes having a high minority enrollment are more likely to highlight preparing students for standardized tests and are less likely than those in classes having fewer minority students to emphasize preparing students for further study in science or mathematics.

At the elementary school level, generally around the middle school grades, many students, especially Hispanic students, learn to dislike or developing an attitude of fear and anxiety towards science and mathematics. That why take only the minimum required courses in these subjects at the junior and senior high school levels. The harm done is immeasurable. This damage materializes from elementary and secondary schools lacking an adequate basis in science and mathematics. Even if students develop into motivation in the subjects in later grades, it is often too late to take the courses essential to pursue careers in the discipline of science and mathematics in institution.
 

References

Clark, J.V. (1996). "Redirecting science education: Reform for a culturally diverse classroom." Thousand Oaks, CA: Corwin Press.
Hodgkinson, H.L. (1992). "A demographic look at tomorrow." Washington, DC: Institute for Education Leadership, Center for Demographic Policy.
National Science Foundation. (1994). "Women, minorities, and persons with disabilities in science and engineering," Washington, DC.
Shaftel, Fannie. (1967). Role playing for social values . Englewood Cliffs, NJ: Prentice-Hall.
Quality Education for Minorities (QEM) Network. (1990). "Education that works: An action plan for the education of minorities." Cambridge: MIT, QEM Network