Introduction
At present, racial inequality is an outlawed subject and considered inappropriate in modern society. However, it continues to be a matter of concern, causing discussions and debates. This fact indicates that the diversity of opinions remains present in this field, and there are more issues to be investigated. Among all, the problem of racial discrimination affects the institution of education. In this essay, it will be argued that in education, the manifestations of racial inequality are still observed, although they often remain implicit and indirect.
Body
First, the fact of discriminating may not be expressed openly; sometimes, it may even not be realized. Such manifestations of racial biases Wariloo et al. define as “implicit racial associations” (508). This prejudice may be expressed in teachers’ references to the students, often defining African American and Latino students as talented in less amount than white students. On the other hand, teachers tend to estimate minority students below standard more often, as well as addressing them in less positive language than others (Wariloo et al. 508). There is evidence that minority students are more often suspended from schools than non-minority (Morris and Perry 68). This fact proves the existence of racial biases, still present in education.
Second, despite the official strategy of schools, colleges, and universities, which are determined to combat inequality, educational methods often fail to build a correct understanding of students’ issues. Thus, Wodtke argues that schools familiarize students with “structural explanations” of racial discrimination, not giving attention to “individual explanation,” which results in superficial character of such “enlightenment” (276). It means that students are determined to search the sources for the problem in social, historical, political, and economic differences. However, they are not being taught to understand the biases about the character and worldview of the people belonging to minorities; which, in many cases, causes misunderstanding.
Conclusion
In summary, it may be stated that, despite the improvement in this area during the last half-century, racial inequality in education remains a reality. At present, it often takes implicit, indirect forms that, nevertheless, affect the process of study to no small degree. Understanding such motives would be a step towards eliminating them and improving the quality of education.
Works Cited
Morris, Edward W., and Brea L. Perry. “The Punishment Gap: School Suspension and Racial Disparities in Achievement.” Social Problems, vol. 63, 2016, pp. 68–86. Web.
Warikoo, Natasha, et al. “Examining Racial Bias in Education.” Educational Researcher, vol. 45, no. 9, 2016, pp. 508–514. Web.
Wodtke, Geaffrey T. “The Effects of Education on Beliefs about Racial Inequality.” Social Psychology Quarterly, vol. 81, no. 4, 2018, pp. 273–294. Web.