Abstract:

“People know what they do; frequently they know why they do what they do; but what they don't know is what what they do does.” Michel Foucault, Sociologist

What has happened (or not happened) over the last 25 years to cause The United States to drop from leading the world in high school and college graduation rates? The World Economic Forum ranks the U.S. as No. 48 in the quality of math and science education, yet according to recent research of The Broad Foundation, spends the most money annually on school-aged children ($809.6 Billion) or $7,743 per child. Today, the U.S. ranks 21st in high school graduation rates compared to other industrialized nations. Moreover, the U.S. ranks 25th in math and 21st in science. Academically, we are not having a winning season if barely 18 percent of 12th grade students perform at or above the proficient level in science throughout American schools. Education is considered an institution, and according to sociologist, Michel Foucault, such institutions freeze specific reactions of power to allow certain numbers of people to have an advantage. As the U.S. seems to have declining numbers, and other countries remain at the top when compared to literacy, it is time to stop defending ‘U.S. Power Mongers of Knowledge’ in our educational system and examine this dilemma immediately through sociological areas of expertise and develop a new game plan to execute change.

After studying Patricia Hill Collins’ work in “The Politics of Critical Social Theory” change seems to be an outcome following the first stage of ‘coming to voice’ or in ‘breaking silence’. Typically, nothing happens when people recognize a problem, yet are afraid to speak up. Society seems to condemn anyone who speaks out against an institution, particularly our U.S. educational system, which could appear as “speaking out against authority”.

This paper recognizes the need to change our educational system throughout the U.S. and will provide insight to what I have done teaching university students over an 8-year period followed by working 20 years in a global high technology career. The purpose of this paper is to promote innovative insight to challenge current educators to passionately reach students to become productive through educational improvement, ultimately leading upcoming generations to prosper for a stronger economy, not only in the United States, but ultimately, internationally.