Government Interference: Stifling Opportunity and Discriminating Against the Underprivileged
- Dec 31, 2024
- 3 min read
Oklahoma’s new law requiring high school students to have a concrete plan for the future—whether it be acceptance into college, enrollment in a trade school, or joining the military—may seem like a step toward fostering preparedness. However, this initiative, championed by Governor Kevin Stitt, raises significant concerns about government overreach, its impact on entrepreneurial aspirations, and its discriminatory effects on children from underprivileged backgrounds.
The Stifling Hand of Government
This legislation represents a profound level of government interference in the lives of young people. By mandating predefined post-graduation paths, the law effectively removes the freedom for students to explore unconventional career options, such as entrepreneurship. The reality is, not every student dreams of following a traditional route. Many young minds harbor aspirations of building businesses, pursuing creative endeavors, or exploring alternative career trajectories.
Entrepreneurship, in particular, is a vital engine of economic growth, innovation, and job creation. Yet, this law sends a clear message to aspiring young entrepreneurs: their dreams are not valid unless they conform to the state's narrow definition of success. This top-down approach undermines the very fabric of individual liberty and self-determination that forms the cornerstone of the American Dream.
An Unfair Burden on Underprivileged Students
This law also unfairly discriminates against children from low-income families who may not have the resources or support to meet these requirements. College acceptance often necessitates expensive test preparation, application fees, and access to advanced coursework—luxuries many underprivileged students cannot afford. Trade school enrollment, while seemingly more accessible, still requires financial resources and may not align with every student’s interests or skills.
As for the military, while it is a noble path, it should never be presented as the only viable option for those who cannot afford higher education or training programs. Such a mandate risks perpetuating a cycle where underprivileged students are funneled into limited choices, effectively reinforcing systemic inequality.
Ignoring the Potential of Entrepreneurship
What about the students who dream of starting a business straight out of high school? Entrepreneurship requires creativity, risk-taking, and determination—qualities that many young people possess in abundance. Yet, this law overlooks the importance of fostering entrepreneurial skills, such as financial literacy, problem-solving, and innovation. Instead of pigeonholing students into traditional paths, the state should encourage diverse career options, including programs that teach students how to start and sustain a business.
By failing to recognize entrepreneurship as a viable post-graduation plan, Oklahoma risks discouraging future business leaders who could drive economic growth and innovation within their communities.
The Role of Education: Empowerment, Not Control
Education should be about empowerment, not control. Schools should focus on equipping students with the tools to explore their passions, discover their strengths, and carve their own paths. Forcing students to fit into a prescribed mold undermines their potential and disregards the diverse talents that make our society dynamic and vibrant.
Instead of mandates, the state should invest in programs that provide students with more options, such as mentorship opportunities, entrepreneurship incubators, and financial aid for a broader range of career training programs. These initiatives would create a level playing field, enabling all students to succeed, regardless of their socioeconomic background.
Conclusion
Oklahoma’s new graduation requirement may have been introduced with good intentions, but its execution reflects a troubling disregard for individual freedoms, entrepreneurial ambitions, and the realities faced by underprivileged students. Rather than dictating futures, the government should focus on creating an environment where students are empowered to explore all possibilities—traditional or unconventional. Only then can we foster a generation that truly embodies the spirit of innovation, equality, and opportunity.
The question we must ask ourselves is this: Are we preparing students for a future of possibilities, or are we limiting them to a narrow set of choices? The answer will shape not only their lives but the future of our society.
We invite you to our Teaching Kids to Be Entrepreneurs Program where we will discuss topics relevant to our children's future. Monthly trainings, live Q &A and breakout groups for specific topics relevant to entrepreneurship education will help guide your children to a future they deserve to behold.
Comments