Running head: RACISM IN AMERICAN EDUCATION 1

Racism in American Education

Antonio Leyva
California State University, Monterey Bay
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Racism in American Education

Table of Contents

1. Abstract……………………………………………………………………………….2

2. Introduction and Definition of Racism in American Education………………….3

3. Discussion of the Causes of Racism in American Education……………………...4

3.1 School-to-Prison Pipeline

3.2 Location and Disproportionate Funding

3.3 Racism in the Educational Setting

4. Effects of Racism in American Education………………………………………10

4.1 Lack of Representation: POC Teachers

4.2 Harder Work for POC Students

4.3 Youth Encarceration

5. Solutions to Racism in American Education……………………………………16

5.1 Diversifying Teaching Staff

5.2 Increasing School Funding in Low-Income Areas

5.3 Acknowledging Privileges and Differences

6. Conclusion to the Problem of Racism in American Education………………….21

7. References…………………………………………………………………………...22
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Abstract

The unfortunate reality of the U.S. is that racism is embedded within culture. Being a minority
puts the individual at a disadvantage and forces them to endure hardships that don’t exist for
white citizens. The education system is nowhere near safe from this epidemic, suffering from
racism in all areas of the country. This can be caused by many factors including the school-to-
prison pipeline, lack of funding in low-income neighborhoods, and inescapable racism. Students
are forced to navigate through this complex dynamic that can result in a lack of diversity in
teachings staffs, harder work for POC students, and youth incarceration. These problems will
continue to influence and destroy the lives of many minority students until people work to level
the playing field for all students. Solutions to this problem include acknowledging privileges,
diversifying teaching staffs, an increasing school funding to low-income areas.

Key Words: racism, education, privilege

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Introduction and Definition of Racism in American Education

There may not be anything in America more widely stressed and emphasized for children

than school. School is seen as the foundation for knowledge, understanding, and opportunity for

our youth. It is available for everyone to take advantage of and is the ultimate chance at success

in life. For many children, this holds true. They can attend their classes, try their hardest, earn

good grades, and gain life lessons that will set them up for success in the future. But, this is far

from the truth. Racism currently seems to be inescapable in all other aspects of society. From

everyday life to movies, TV shows, music, fashion, art, history, and any other situation or form

you can think of, racism still prevails. We follow two-hundred-fifty-year-old rules created by

white slave-owners and our president makes a point to defend the credibility of Nazis. However,

in spite of all these instances of racism, many would believe that the one safe haven from this

dysfunction would be a place so innocent that only children are allowed to attend: school.

The unsettling truth is that the occurrences and effects of racism are just as common in

public education. Minority children are faced with the burden of navigating through cruel jokes,

problems fitting in with ‘normal’ kids, and handling the personalities of teachers who are ‘trying

their best’ to be fair to all students. Kids are having to work harder than their white counterparts

to see the same results and affirmation from teachers. Teaching staffs are far from diverse,

comprised of many adults who still haven’t learned how to handle diverse children and hold

simple conversation on race. All of these factors lead to low graduation rates, high instances of

suspensions and expulsions, and ultimate failure for too many children simply because of their

appearance, which is why the education system is in dire need of reconstruction.

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Discussion of the Causes of Racism in American Education

School-to-Prison Pipeline

One cause of systematic racism in education is known as the school-to-prison pipeline.

The school-to-prison pipeline is the idea that ineffective teaching tools, unfair punishments, and

lack of positive reinforcement can substantially increases their chances of spending time in jail or

prison. Specific factors that aid the pipeline can include “policies that encourage police presence

at schools, harsh tactics including physical restraint, and automatic punishments that result in

suspensions and out-of-class time” (Elias, 2013). But, there are other complex factors that

encourage this unjust system. Disproportionate punishments for minority students for similar

situations to white students along with the lack of representation in the form of minority teachers

can negatively shift the mindsets of students in the classroom.

The specific statistics of this epidemic prove just how obvious, but poorly managed, this

problem is. Discipline records from Los Angeles, New Orleans, Spokane, and St. Louis found

the following:

As of 2009, forty percent of the U.S. students expelled every year are African-American.

Seventy percent of students involved in “in-school” arrests are African-American or

Latino. African-American and Latino students are twice as likely to not graduate from

high school. Those two minority groups make up sixty-one percent of the incarcerated

population, but only thirty percent of the U.S. population. And finally, one out of three

African-American males and one out of six Latino males will be incarcerated in their

lifetime (Amurao, 2013).

These statistics provide both causes and consequences of the pipeline. The culture of the

classrooms that these children learn in are providing an environment that feels both unsafe and
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ineffective. This is what leads to a bleak and unpredictable future for so many children who

could otherwise succeed in a stable environment. The biggest, and clearly most obvious, groups

affected by this problem are African-American and Latinx students. This fact, while

unacceptable from a moral standpoint, is all too familiar when compared with cultural norms in

America today.

One technique that is often implemented in schools is the ‘broken windows’ theory. This

states that students should be disciplined disproportionately harder for smaller offenses so that

they are discouraged from committing worse offenses (Nelson & Lind, 15). This concept may

seem effective to some when trying to prevent crimes in the short-term but it can result in

problems such as suspension and removal of class time for the student as well as distort their

perception of discipline in the future. The biggest problem with this method is that heavy

discipline will increase the chances that the student will have trouble in school or end up in the

juvenile justice system. A study conducted in Texas found that students who have been

suspended or expelled were twice as likely to drop out and that twenty three percent of students

who had been disciplined in middle school or high school have ended up in contact with a

probation officer (Nelson & Lind, 15).

This model of heavy discipline combined with racist undertones in the classroom is a

perfect model to mimic the prison system. It provides children with foundational thoughts that

lead them to believe that if they are a minority they should be on their best behavior compared to

their white counterparts. They should not act out because if they do there will be swift, heavy

consequences and the possibility of a preview within the juvenile justice system of what their

future may hold. These practices mirror the way many prisons are run. They have zero-tolerance
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policies in place to minimize outbursts. When unfortunate students have to make the transition

from the classroom to a jail cell, it can sometimes feel all too familiar.

Location and Disproportionate Funding

One extremely unfair factor of a child’s life can also be one of the most deciding factors

regarding education and other opportunities: location. In America, your address can determine

what type of education you receive, how much money you make, and ultimately your chances of

being incarcerated. In this cycle, a persons’ youth is what makes them vulnerable. Children in

poverty-stricken neighborhoods attend schools with subpar funding. As teenagers, many cannot

find work near their houses or end up settling for low-paying jobs for long periods of time. As

young adults many do not graduate from high school or apply for college. All of these outcomes

and decisions can usually be traced to the opportunities they were, or weren’t, given as a child.

Many studies have found that funding for education is in dire need in low-income areas.

As of 2015, thirty-five states provided less in-state and local funding for high-poverty schools

districts than they did for low-poverty districts. These numbers become even more suspicious

when adding that twenty-four states provide less funding to predominantly minority districts than

they do to other districts. (Funding Gaps 2015, 2015). These numbers show the relation between

poverty, state-funding, and racism in different states while also demonstrating that high-income

neighborhoods are a priority in this country. It was also found that the highest poverty school

districts tend to receive about ten percent less funding per student than the lowest poverty

districts, which are primarily inhabited by minority groups. This translates to roughly $1,200 less

per student (Funding Gaps 2015, 2015). If you were to apply these number to a high school

containing 1,000 students, that school would be receiving $1.2 million less per year than a school
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in a low-poverty district. This shows the magnitude of what poverty can do to a school district

and the students within it.

The fact that many schools depend on state and local funding for the majority of their

revenue means that when there isn’t enough money, cuts have to be made. From school lunches

to staff salary to programs that are deemed ‘unnecessary,’ every aspect of a school can be

changed by lack of funding. One large part many of students’ lives is the opportunity to take

elective classes. These classes often provide breaks between other classes, as well as an

opportunity to learn a skill that would otherwise be deemed ‘extra-curricular.’ Electives can

range from music classes to art classes to hands-on vocational classes. All of these subjects allow

children to expand their knowledge of foreign subjects and can open doors regarding new

pathways in life. Another major part of school affected by budget cuts is the food that schools

provide. One negative aspect of lunch in school is that it is often associated with subpar food.

But, for many students, the meals that they receive at school are the only guaranteed meals

throughout their entire day. Low income communities often have low-quality food that isn’t as

healthy as what is should be for growing children. Aside from students, the other half that

completes every school is the staff. Teachers and other behind-the-scenes workers at schools are

the people directly responsible for ensuring the learning experience of every child. Lack of funds

can affect the salary of teachers in low-income areas, which could lead to fewer and less frequent

raises or even pay cuts.

Racism in the Educational Setting

Teachers are no different when it comes to unfit resources for schools. Low-income

districts often hire teachers with unfit qualifications in order to save budget money. These

teachers, although they may have good intentions, are often unfit to efficiently run a classroom,
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especially in a setting where the stakes are higher for the students. Many are meant to teach other

classes than the ones that they are assigned to, don’t have access to resources that would help

students, or haven’t had as much experience as teachers in low-poverty districts.

One of the biggest problems in classrooms is that they very rarely exempt from the racial

biases that people face everywhere else. Many teachers can find themselves treating a classroom

as a reflection of the world they live in (whether that involves racism, classism, or other biases)

and projecting unfair assumptions onto children who don’t deserve them. Racism exists in

classrooms because, simply put, racism exists everywhere else.

Surveys show that the white population still carries a negative disposition regarding

African-Americans. According to (McElwee, 2015), thirty-three percent of white Americans

ages 17-34 believe that African-Americans are lazy and twenty-two percent believe that they are

unintelligent. These numbers jump to thirty-seven and twenty-four respectively when surveying

ages sixty-five and up. Also, over fifty percent of white Americans between ages 17-34 believe

that African-Americans would be equally as successful as whites if they tried harder. Finally, it

was found that “blacks and whites remain as far apart on racial policy matters in 2008 as in

1988.” These numbers make it blatantly clear that racism is far from the past, and they also play

into the reasoning for disproportionate amounts of minorities filling prisons across the country.

Just like everything else that children learn from their parents, this racism is guaranteed to

influence the way that children think.

Current events also make the issue of racism in America very evident. On August 11 and

12, white-nationalist rallies were held in Charlottesville, North Carolina in order to empower

white supremacists in the area. The late hours of August 11 were interrupted by a night rally

consisting of roughly 250 white men chanting anti-Jewish remarks. This was followed up on the
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next day by a large-scale rally that resulted in psychological and physical violence against

minorities and other “sympathizers.” Many of these white individuals were armed with weapons

and engaged in altercations with others directly in front of police while officers did little to

nothing. A video of five to ten white-supremacists attacking an African-American man has been

receiving unprecedented amounts of attention online, but after over a month of time has passed,

less than half of the men have faced any sort of consequences. Also, thinking back to recent

BLM (Black Lives Matter) protest, both of those occurrences would have been met with swift

and forceful backlash from police had the rally attendees not been white.

Some also believe that the way classes are run is a reflection of the oppressive culture of

America. Classrooms today are generally run in a similar fashion: one teacher is in charge of

teaching students and keeping order. But, this leaves plenty of room for interpretation among

teachers. Minority students can often be misinterpreted when inside this model. According to

O’Brien (2001), teachers often cannot handle the task of creating an inclusive classroom while

maintaining what the perceive to be ‘total control of the environment.’ For example, if a Latinx

student is passionate about a subject, especially regarding someone that they directly relate to,

they may exclaim their opinion on the subject. This can lead to backlash from the teacher

because of the perceived shift in attitude of the classroom. The problem is that this is a technique

used against minorities in all other aspects of their lives and only reinforces their mindset of

being below others. If this were to happen with a white teacher, the risk runs of the teacher not

being empathetic towards the perspective of a minority or even mistakenly, or intentionally,

making an example out of the student for other minority students.

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Discussion of the Effects of Racism in American Education

Lack of Representation: POC Teachers

Racism in the education system does not go without major consequences, which heavily

affect minority students. One effect of the racism we find in education is a lack of role models

amongst teachers. Just as in any other aspect of minorities in schools, minority teachers are

largely underrepresented. Children see their teachers for hours and hours every weekday and, in

some cases, even more than they see their own parents. From school curriculum to life lessons,

teachers are there to facilitate the learning of their students and provide themselves as a positive

role model. But, no matter how relatable and effective a teacher can be, the lack of diversity

amongst teachers is noticed by students.

According to “The State of Racial Diversity, 2016”, less than one-fifth (eighteen percent)

of school teachers are POC, whereas nearly half (forty-nine percent) of elementary and

secondary school students are POC. This means that the teaching workforce is over eighty

percent white. And, this problem can be traced to the initial stages of becoming a teacher. Only

thirty-eight percent of bachelor’s degree students are POC, and out of that population only

twenty-five percent enrolled themselves into teacher preparation programs. The completion rates

for bachelor’s degrees is also lower among minorities. Seventy-three percent of white students

graduate with their degrees, compared to forty-two percent of African-American students

(REPORT: The State of Racial Diversity in the Educator Workforce, 2016).

This need for diversity among teachers can’t be understated. The 2014-15 school year

was the first ever recorded that contained a majority of non-white students in the school system.

Racial issues have always been a problem, but currently they are being shown to the public eye

on a larger scale than ever before. All of this leads to the need for role models for youth.
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Children without guidance from people that they can relate to can have several negative

consequences. If a student is already having trouble connecting with their parents, they can turn

to negative influences such as drugs and others who claim to care about them. This problem can

also lead to another major problem involving racism in education: lack of self-confidence.

Problems with self-confidence can be very unfair to students who are already

overwhelmed with the educational aspects of their lives. Unfortunately, the two problems are

very equally prominent. Lack of self-confidence can be driven by many of the things that POC

students deal with on a consistent. Negative stereotypes, unfair treatment from teachers, and

bullying can all contribute to this problem. The culmination of all of these factors can affect a

child’s personal health. One study showed that “Hispanics who associated themselves with

stereotypes, such as being ‘lazy,’ were nearly four times more likely to be overweight or obese

compared to those who don’t relate to stereotypes” (McGill, 2014). This study also stated that

the obesity rate in America for whites is thirty-three percent, compared to forty-three percent for

Hispanics and forty-eight percent for African Americans.

Current events don’t help reverse this cycle of negative self-image. From police violence

to unfair sentences in court to negativity against minorities from everyone including the

president, this epidemic is impossible for children to avoid. There have been hundreds of police

shootings in the last five years and the trend doesn’t seem to be slowing down. And, many of

these victims are part of the education system because they are still children themselves. So,

other children come home from school after being subject to a negative rhetoric from teachers

and their peers, only to turn on the TV and see that other children who look like them are being

killed. They are conditioned to believe that they are part of predetermined group of people that

commit crimes and live unhealthy lifestyles, which simply isn’t true.
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Harder Work For POC Students

Another problem that children have to face because of racism in education is having to

work harder and longer than their white counterparts. As stated earlier in the paper, minority

children can often be disciplined faster and longer than white children. Once they have

completed their punishment, which is often suspension from school, they are forced to catch up

to where they last left off in their classes. This can be very overwhelming for a child and is the

perfect set-up for them to fail an entire year’s worth of classes simply for one mistake. But, this

is only half of the problem. In-class rhetoric can completely change how a minority student must

operate and strive for success compared to white students.

One of the many way that teachers can skew the playing field (knowingly or

unknowingly) for students is to change academic expectations for minority students. Teachers

can make assumptions based on race, gender, and other physical aspects that change how they

perceive and push students. It is important to acknowledge differences between students, but

assuming that you understand those differences is much more difficult. Another way that

classrooms are negatively affected is when teachers choose to be ‘race neutral’ rather than

responsive to different cultures (Utt, 2016). Many educators try their hardest to balance between

education and interaction in the classroom, but plenty of them fail because they don’t possess the

tools. A teacher may think that they are providing an inclusive environment by not talking about

differences, but embracing each other is a much more friendly and comfortable environment. A

very damaging thing to do minority students is to tokenize them in an effort to connect with them

(Utt, 2016). It can be effective to try to connect with students by using subjects they can relate to,

but it is inappropriate when someone assumes that a child would connect with something

specifically because of their race.

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Once a POC successfully navigates through public education, they must then move on to

either obtain a job or pursue more schooling in the form of college. To discuss this problem, one

must first address myths about one specific aspect of the problem: affirmative action. Many

people believe that since affirmative action has been put into place, the playing field has been

leveled and not only do minorities benefit greatly, but it is easier for them to get into college than

it is for white students. To put simply, this is not true at all. From the beginning of its inception,

the mission statement of affirmative action was to allow equal access of education to those who

have historically been unfairly denied. Many people have somehow come to the conclusion that

this allows for minorities to be unfairly admitted into universities instead more-deserving white

students, although all other individual races are overwhelmingly underrepresented in colleges.

So, when a POC is admitted into a university, it would be assumed that they have

overcome the obstacles of early life and will now transition into adulthood where people treat

each other with fairness and respect. Unfortunately, even in college this isn’t the case. Students

are immediately made aware of the fact that racism in education doesn’t stop in high school. In a

2014 study by researchers at NYU, Columbia University, and the University of Pennsylvania, it

was found that “when students contacted professors for mentorship, faculty were significantly

more responsive to white men than women and people of color” (Quinlan, 2016). This a perfect

example of what minorities deal with when they attend a university, that they are paying for,

where they believe they will be treated fairly and professionally. The study also found that this

occurrence was even more common at universities with higher tuition.

Another problem that minority students face when entering a university is a lack of

empathy from the staff. For example, there was an incident at Yale University where the

president, Peter Salovey, defended a staff member who disagreed with students who were
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offended by blackface. The staff member claimed that offended students should simply “avert

their eyes” when other students wore offensive costumes (Quinlan, 2016). This lack of common

sense and empathy is astonishing to see, especially considering that it’s coming from the

president of one of the most well-known schools in the U.S. In another instance, the former

president of the University of Missouri did nothing to discipline students who were harassing the

president of the African American student association. He later resigned after others pressured

him to step down (Quinlan, 2016). These instances show that the individuals in charge of

running higher-learning establishments are often completely uneducated when it comes to racial

issues.

Youth Incarceration

One of the most direct and irreversible effects of racism in education is from law

enforcement. It is understandable that children are immature and can often make bad decisions.

Any child can be persuaded somehow, whether through peers or just through curiosity, but many

don’t understand the consequences of those actions. The problem that minority children are

facing today is that they are held much more accountable for their crimes than white children.

Statistics clearly show the disparity between minorities and white children when it comes

to disciplinary action. In the 1980’s, approximately one in three-hundred children where arrested

for drug charges, which was equal for both white and African-American children. However,

since then, the arrest rate for African-American children has gone up by three-hundred and fifty

percent while the arrest rate for white children has dropped (Project, 2014). This meant that by

1991, an African-American juvenile was almost six-hundred percent more likely to be arrested

for a drug offense compared to a white teen. And, the statistics aren’t any better when looking at

all crimes. African-American children only make up fourteen percent of the student population,
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but occupy forty percent of the population in youth detention centers. White children make up

over fifty percent of the student population but only thirty-three percent of the population in

these centers (Project, 2014).

These numbers make it clear that there is only one place in the U.S. where minorities are

overrepresented, and that place is the prison system. This occurrence is extremely unfair

considering that these are teenagers who are just beginning to consider their adult lives. Many of

these students are impressionable and suffering from the hardships put on them by a society that

doesn’t positively embrace them. The fact that some of these children can obtain a criminal

record for minor offenses, that white children often get a “slap on the wrist” for, is an injustice

that cannot be ignored.

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Discussion of the Solutions of Racism in American Education

Diversifying Teaching Staff

Although the problem of systemic racism in education seems to be deeply rooted and

accepted in our society, there are steps that can be taken to reverse this problem. One way to

achieve this is through hiring a diverse teaching staff.

As previously stated, teachers are one of the most important parts of the education system

and have tremendous influence on students. Students often idolize and even try to emulate their

teachers because they view them as positive, successful role models. The problem is that many

students don’t fully relate to teachers who don’t represent them in a racial way. White students

are more frequently able to connect with teachers because the teaching workforce in

predominantly white, leaving minority students to believe that people who look like them often

aren’t successful enough to become someone like a teacher. Increasing the diversity in the

education system can lead to many positive outcomes.

One effect of a diverse teaching staff is that it increases the confidence that minority

students have within themselves. When navigating through the average day of school, students

can often have a hard time between classroom responsibilities and social issues. But, seeing

someone in a successful position that they can visually relate with is a very effective way to

instill confidence within them. Children can become more vocal and engaged when speaking to

someone that they feel comfortable around. It would be naïve to assume that a child wouldn’t be

able to connect with a teacher who wasn’t the same race as them. A minority child can

effectively build a relationship with a white teacher and have a great time in the classroom. But,

in a world where there are so many negative images and stereotypes regarding minorities, seeing
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minority teachers reminds students that they can be as successful and respected as their white

counterparts.

Also, it could help lower the chances that minority students are subject to negative bias

from their teacher. If a person understands the struggles of another, they are probably going to be

more sensitive to the fact that these struggles occur. Knowingly or unknowingly, plenty of white

teachers treat minority children differently and play into the idea that they aren’t as successful as

whites. This is one of the main subconscious contributors to a minority student’s negative self-

image. An increase in diversity amongst teachers would be a huge step towards complete

equality among all students

On the flip side of this positive solution, hiring minority teachers can benefit the teaching

experience as well. Teachers are people too, and even though they are trained and experienced

individuals who are paid to teach, they do not have easy jobs. Teachers must analyze, engage,

and teach students every day in the most effective way that they can. This job would be hard

enough without factoring in social and racial differences between their students. For a white

teacher, it can be difficult to navigate racial diversity when they have never experienced the

disadvantages that come from being a minority. Coming from their perspective, hard work and

dedication is all that it takes to obtain what you want. But, a minority teacher has the first-hand

understanding that the world has many outside obstacles to handle. They may be able to connect

with children regarding previous experiences and cultural norms, and this could be used to

further engage students in a learning setting.

Increasing School Funding in Low-Income Areas

Another important factor to consider when assessing solutions for racism in education is

the quality of education that children are receiving. Many people insist that anyone can reach
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their goals and make a better for themselves if they succeed in school. This idea is true in the

sense that education provides an outlet for children to succeed. But, it fails to recognize that not

all children are given the same quality of resources when talking about education. All children

deserve to have the same chances and opportunities when growing up, especially if some don’t

have adequate resources when they come home. This stress can be alleviated by increasing

funding for schools in low-income neighborhoods.

School funding is what assures that children will always have an opportunity to learn. It

is especially vital to regions where money is tight and surrounding neighborhoods already lack

adequate funds. Increasing funds in these areas could drastically change how children learn and

succeed later in life. According to a recent study, “districts that substantially increased their

spending as the result of court-ordered changes in school finance, low-income children were

significantly more likely to graduate from high school, earn livable wages, and avoid poverty in

adulthood” (Yettick, 2014). This shows that there is a direct correlation to the amount of funds

spent and the success of students.

Many people refute the idea that simply increasing spending will not necessarily lead to

children performing better in the classroom. They believe that children can succeed under any

circumstances as long as they apply themselves and stay dedication. It is true that increasing

funding may not always lead to increased performance, but this exception holds true more in

middle-to-upper class neighborhoods. When students are already receiving adequate funding,

increases aren’t expected to make much of a difference. But, people who oppose increased

funding in low-income areas use this example to explain that there is no correlation between

spending and success, which isn’t true at all. In poverty-stricken areas, this could be the

differences between having individual copies of textbooks or not having textbooks at all. It could
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be the difference between a full school year or a year filled with days off due to lack of

resources. These are problems that would need to be addressed, and if they weren’t they would

lead to problems that would directly affect the success of students.

Acknowledging Privileges and Differences

One of the biggest way to stop this problem is to attack the causes of the problem.

Racism can be linked to thing such as white privilege and societal norms learned at a very young

age. These mindsets are instilled into us as children and often stick with us until we learn of the

struggles of people who don’t benefit from this system. So, an efficient way to prevent racism in

education is to educate people about privilege.

In an article by Teaching Tolerance, they write that “white skin privilege is not

something that white people necessarily do, create or enjoy on purpose” (On Racism and White

Privilege, 2017). Although we shouldn’t excuse people from taking advantage of white privilege,

in this specific setting it is important to acknowledge that children often operate under the

assumptions that are given to them. Teaching children to understand and combat their privilege

can be one of the most effective ways to remove racism from education. This can include

teaching them many things, such as knowledge about economic inequality and daily perks that

white children receive over minority children.

This issue can also be traced back to problems within the curriculum of schools. For as

long as anyone can remember, history books have contained material that is strictly from a

western point of view. This includes sugar-coating, omitting harsh details, and blatant lying

about some of the most important aspects of our history as a nation. The U.S. has been a place of

racism, slavery, genocide, and internment. Although these facts are uncensored and possibly

difficult for children for understand, they are necessary in the right context. These facts could be
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used to prevent those very same things from ever happening again and would let children know

that the U.S. isn’t as perfect as it’s painted to be. Problems cannot be fixed if they aren’t first

acknowledged, which is a lesson that can apply to student’s privileges and how they see our

society. Also, learning history from other perspectives would tie into the idea of using minority

representation to empower minority youth. This country was founded by immigrants who

worked extremely hard to fulfill their goals only to be treated unfairly by their society. Learning

history from the perspective of American minorities would provide children with relatable

content that would both inform them and encourage them to strive for positive change.
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Conclusion to the Problem of Racism in American Education

When it comes to the many forms of education in the U.S., there are countless problems

that need addressing. From lack of funding to unstable teaching environments to blatant racism,

there are so many obstacles that unfairly increase the workload of minority children. These

issues are amplified by the fact that they’re being presented to children at such a transitional and

unstable time of their lives. The obvious solution is to stop racism from entering the school

systems, and hopefully society as a whole, but trying to achieve such a large task can only be

done by assessing the smaller components.

Cultural shifts and independent opinions go hand-in-hand. There are many ways that

people can be influenced and educated regarding the issue of racial discrimination.

Acknowledging privileges at a young age and continuing to further one’s knowledge throughout

life can help people understand each other in more effective ways. Encouraging schools to hire a

more diverse teaching staff allows students to connect with children and provide positive role

models. Dispersing resources fairly amongst all school districts gives any student the access to

materials that will enhance their educational experience.

The most important aspect of this entire report is to understand the consequences of this

under-acknowledged epidemic. Working to solve this problem can make or break the lives of

students. It can be the difference between leading a successful life and not having a life worth

living. Racism can break a person in ways that should never be experienced, and no student

deserves to be treated unfairly simply because of their race.

 RACISM IN AMERICAN EDUCATION 23

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