There is currently a lack of systemic support for financial education for youth in the United States, resulting in serious financial illiteracy found in American low-income communities (Chen, 1998). Such financial literacy deficiencies can affect an individual's or family's day-to-day money management and ability to save for long-term goals such as buying a home, seeking higher education, or financing retirement. Ineffective money management can also result in behaviors that make consumers
vulnerable to severe financial crises (Braunstein, 2002).

Low income youth, in particular, lack financial capability. Despite growing interest in youth financial literacy, we have not seen comparable efforts to improve access to financial policies and services, especially among disadvantaged youth (Johnson et al, 2007).

To compensate for the lack of institutions that provide necessary financial knowledge, high school youth need to be educated about financial knowledge through alternative methods. They need to be educated about how to access financial resources and become financially literate so that they can become financially self-sufficient.

We believe that by providing practical financial education through engaging, fun and situational-based technological means to low income youth, they will learn the essentials to become economically empowered while being brought to social justice in their future.