As Strong as the Weakest Link: Urban High School Dropout

The U.S. government in conjunction with public and private sectors are failing American society by failing the vast majority of America's urban youth. This failure is seen in America's public inner city schools where the numbers of students graduating from high school vs. the number of students dropping out of high school are, at best, one to one. A disproportionate number of these students are Black and Hispanic (Dei, G. et. al., 1997). Some studies show rates as high as 47% for Hispanics and 61% for Blacks while Hispanics make up only 13% of the U.S. population and Blacks make up 12% of the total population (Tucker, C. and Herman, K., 2002 and Hammack, 1986). Similar statistics are seen in the City School District of Rochester, New York, where approximately 80% of the dropouts within the City are Black and/or Hispanic (Rochester City School District; Year End Statistical Report). It becomes apparent that the social goal of educational equity for all students is not being met.

This scenario forces one to question the quality and inclusivity of America's educational structure and the credibility of the values upon which the U.S. is based -the values of democracy, freedom and equality. This rhetoric argues that America is a land of opportunity, a free market that guarantees economic opportunity, a leading democracy, a champion of human rights and a place where everyone, regardless of race, gender and creed, have the same freedoms. Ironically, it has been these same values that have allowed public and private sectors to create, justify and maintain the current crisis. One can argue that these sectors are not only failing America's urban youth but perpetuate an exclusive, superior society that places greater value on what is inherently white. The disproportionate number of minority students dropping out of high school illustrates this view.

Within society, this is both politically and economically devastating as seen by decreases in national income, tax revenues supporting government services, political participation, intergenerational mobility and levels of health. At the same time, there are increases in crime, antisocial behavior and monetary spending for social services (Smith, T., 2003). High school graduation becomes a mechanism of sorting and contributes to a wide array of economic and political divisions within the current social structure. As illustrated by Mayer, S. (2002), a high dropout rate exacerbates inequalities between high-income and low-income children. In a global, technology-based economy, medium income jobs for unprepared, poorly educated workers are more and more scarce; school dropouts cannot compete and are trapped in poverty and unemployment. In fact, the average yearly income of a high school dropout is $12,400, compared to $21,000 for a high school graduate and $41,000 for a college graduate (U.S. Census Bureau, 2000). This disadvantage, through political means, is reflected in communities representing this economic disparity. For instance, the African American community because of the disproportionate number of high school dropouts is at a political and economic disadvantage. In contrast, those with political and economic advantage have greater resources to rationalize and justify their privileges, as well as the inequities found within the current structure.

Socially this problem perpetuates and creates a society that engages in racial superiorities, stereotypes, divisions, categories and hierarchies. The full dignity and potential of a society within this context are constrained and limited; a thriving, creative society cannot operate within such boundaries and differences. A society is only as strong as its weakest link. Every individual embedded within this structure engage in practices, policies and programs that maintain racial superiorities, stereotypes, divisions, categories and hierarchies (Dye J., 2003). To go beyond these problems in order to operate as a whole society, it is necessary to eliminate the weakest link.

In the following pages, I aim to work towards this goal. I do this in four sections. First, I develop a...