Learn more about the marginalized disparity of low-income and inter-city scholars below.
Prosperous communities are built upon engaged and inclusive citizens who actively participate in shaping their societal, economic, and political futures. Inclusively, technological advancement have created unprecedented access to financial and educational services, including opportunities for citizens to engage in community action and democratic processes. Albeit, the local and national governments often fail to use the technology to engage their citizens in real consultation and participant budgeting for marginalized communities. Thus creating a deleterious cycle of impoverishment. In particular, impoverished, low-skilled, and migrant workers are most at risk of being displaced through the mishandling of technological transformation. Equating in unfulfilled vacancies, in these same governing bodies, due to skill shortages. On the other hand, these advancements present remarkable opportunities for new jobs and businesses, but only for those equipped with the appropriate skills, resources, and networks. These factors in a nutshell cohesively distinguish the issues we will address upon building skillsets during college and after graduation. By adding more funding and grade school (K-8) tech initiatives for the intercity youth to WANT to pursue Business/IT given the growing trend of automated tech (AI, Machine Learning, Big Data, etc.), the disparity of communities and socio-economic deficient neighborhoods will begin to alleviate as time progresses.
There is a broad consensus that poverty itself adversely affects academic achievement, and inner city students in the schools reviewed performed less well academically than students in the suburban schools. The disparity in achievement may also be related to several other differences identified in the characteristics of inner city and suburban schools. At the schools GAO visited, inner city schools generally had higher percentages of first-year teachers, higher enrollments, fewer library resources, and less in-school parental involvement-- characteristics that some research has shown are related to school achievement. The data below helps to shine light on the outcome of these disparities.
** Data extracted from NCES National Center for Educational Statistics, GAO Government Accountability Office, and Statista.com and more.
Below are further insight of the unspoken plight in the communities
Blacks make up 6.8 percent of all enrollees in master’s degree programs in science, engineering, and health fields at U.S. academic institutions