Many educational initiatives have been and continue to be based on a macro-social system understanding of communal roles, values, norms, interactions, perceptions, and realities. This practice neglects the unique impediments and social norms that exist within the myriad of micro-social systems in the United States. This work draws attention to the disassociation of America's inner-city youth through an analysis of educational initiatives and macro-social system beliefs that have prescribed a macro-social system remedy for micro-social system ailments.