The American academic K-12 achievement gap has increasingly become a focal point as it pertains to gender, race/ethnicity, and socioeconomic condition. The ever-present reality of advance technology has changed the educational environment, and the process by which academic success is derived. In addition to growing technology and demographics, societal diversity also contributes to the complexities by which the educational system is challenged. Achievement gap disparity is the result of what could be viewed as “prehistoric systemic applications.” As a result, ambiguity has become a measurement for segmented demographic academic speculation. Being the product of a state funded public inner-city educational system myself, I always felt that the teachers that facilitated our learning were very passionate in their efforts. However, the teachers were challenged in the area of educational cultural relevance when it came to sociocultural beliefs, values, and lifestyles. So when the content of the subject matter doesn’t connect socioculturally, attendees become disinterested, which I feel is one of many of the unrecognized contributors to the academic achievement gap.

The current K-12 educational system appears to be suffering from what could be viewed as collaborative paralyses. Cultural demographics and diversity as they relate to population, affluence, ethnic composition, geographic population, and income disparity have changed the socioculturally landscape of the K-12 student community. As a result, the demand for resources and tools to communicate or even simply identify with the current cultural collage of students has placed a strain on the academic process. The lack of focus and implementation of socioculturally founded intellectual capital, has played a significant role in the resistant dualities of the academic process as it relates to liberal and conservative views concerning education. The opinion of many has been that the disparities that exist between minority and low income demographic segments justified reforms that were based on inaccurate stereotypical theories. There only appears to be a significant disparity when it comes to the Native Indian, African American and Hispanic populations. While in reality, scholastic overachiever’s are represented by many ethnic groups regardless of socioeconomic conditions.

The “Who Graduates? Who Doesn’t” article posted on the www.urban.org website shows that 75% to 77% of all White and Asian High School students graduate while 15% to 18% fewer of their socially disenfranchised peers do not. I think indirect ethnic heritage psychological imaging plays a significant role in all that contributes to the achievement gap disparity when it comes to Native Americans, African Americans and Hispanics. Meaning, social, historical, and environmental portrayals of these disenfranchised socioculturally segments are very rarely viewed as constructive contributors to the greater good of the principles of humanity, but are more often viewed as rare exceptions when they make positive contributions. So as a result, being an exception seems a lot more farfetched and de-motivating, which could potentially be an emotionally draining contributor that indirectly fuels the dropout rate and low academic scores of specific ethnic groups.

As academic leaders we have to find a way to make all students of all ethnic backgrounds feel significant and relevant, which starts in the classroom by showing them they are valued. We have to find a way to share historical accomplishments in terms of academics, humanities, and social resolve that apply to all ethnic groups – not simply viewed as being dominated by specific ethnic groups. For example, Native Americans survived off the land and used plants and herbs for healing and medicine and could be considered the first to discover pharmaceutical medical cures for ailments. African Americans following and during slavery have made multiple significant contributions that are very rarely mentioned. Also, during the period of exploration from 1492 to 1542 Christopher Columbus and his Spanish funded expedition were the first to document the discovery of America also known as the New World. The academic process currently does not show the historic or current value of specific ethnic groups and unfortunately some have mirrored those perceptions. The content of our teaching has to reflect ethnic composition if we are too foster a since of purpose, significance, self worth and value cross-culturally in our efforts to narrow the academic achievement gap in America.