Author(s)

Peter Kofi Dabie

Department of Educational Leadership, College of Education, Health and Society, Miami University, Oxford, OH, USA.

In a world that is becoming increasingly digital, access to technology and the internet has transformed from a luxury to a necessity, especially in the realm of education. However, the harsh reality is that not all students have an equal footing in this digital age. The digital divide, characterized by disparities in access to essential hardware and reliable internet connectivity, has been laid bare by the COVID-19 pandemic. This paper, “Closing the Opportunity Gap: Bridging the Digital Divide in U.S. Schools” delved into the heart of this issue and presented a compelling argument for equitable access to digital resources in American schools. The digital divide issue lies at the intersection of equity, social justice, and education. The problem stemmed from a stark discrepancy in access to critical tools such as laptops or tablets and reliable internet connectivity. Using Intersectionality and Critical Policy Analysis as theoretical framework, this paper explored the critical impact of lack of access to technology and the Internet in schools and how that can widen the opportunity gap. The paper offered several recommendations to bridge the digital divide in U.S. schools, emphasizing that investment in education and digital literacy programs is an investment in the future. The paper underscored that a collective effort from policymakers, educators, and communities is imperative to make education more equitable and accessible.

Opportunity Gap, Digital Divide, Equitable, Access, Digital Skills Gap, Homework Gap

Dabie, P. K. (2025). Closing the Opportunity Gap: Bridging the Digital Divide in the U.S. Schools. Open Journal of Social Sciences, 13, 85-100. doi: 10.4236/jss.2025.132006.