discrimination experience in school essay

Essays About Discrimination: Top 5 Examples and 8 Prompts

You must know how to connect with your readers to write essays about discrimination effectively; read on for our top essay examples, including prompts that will help you write.

Discrimination comes in many forms and still happens to many individuals or groups today. It occurs when there’s a distinction or bias against someone because of their age, race, religion, gender, sexual orientation, or disability.

Discrimination can happen to anyone wherever and whenever they are. Unfortunately, it’s a problem that society is yet to solve entirely. Here are five in-depth examples of this theme’s subcategories to guide you in creating your essays about discrimination.

1. Essay On Discrimination For Students In Easy Words by Prateek

2. personal discrimination experience by naomi nakatani, 3. prejudice and discrimination by william anderson, 4. socioeconomic class discrimination in luca by krystal ibarra, 5. the new way of discrimination by writer bill, 1. my discrimination experience, 2. what can i do to stop discrimination, 3. discrimination in my community, 4. the cost of discrimination, 5. examples of discrimination, 6. discrimination in sports: segregating men and women, 7. how to stop my discrimination against others, 8. what should groups do to fight discrimination.

“In the current education system, the condition of education and its promotion of equality is very important. The education system should be a good place for each and every student. It must be on the basis of equal opportunities for each student in every country. It must be free of discrimination.”

Prateek starts his essay by telling the story of a student having difficulty getting admitted to a college because of high fees. He then poses the question of how the student will be able to get an education when he can’t have the opportunity to do so in the first place. He goes on to discuss UNESCO’s objectives against discrimination. 

Further in the essay, the author defines discrimination and cites instances when it happens. Prateek also compares past and present discrimination, ending the piece by saying it should stop and everyone deserves to be treated fairly.

“I thought that there is no discrimination before I actually had discrimination… I think we must treat everyone equally even though people speak different languages or have different colors of skin.”

In her short essay, Nakatani shares the experiences that made her feel discriminated against when she visited the US. She includes a fellow guest saying she and her mother can’t use the shared pool in a hotel they stay in because they are Japanese and getting cheated of her money when she bought from a small shop because she can’t speak English very well.

“Whether intentional or not, prejudice and discrimination ensure the continuance of inequality in the United States. Even subconsciously, we are furthering inequality through our actions and reactions to others… Because these forces are universally present in our daily lives, the way we use them or reject them will determine how they affect us.”

Anderson explains the direct relationship between prejudice and discrimination. He also gives examples of these occurrences in the past (blacks and whites segregation) and modern times (sexism, racism, etc.)

He delves into society’s fault for playing the “blame game” and choosing to ignore each other’s perspectives, leading to stereotypes. He also talks about affirmative action committees that serve to protect minorities.

“Something important to point out is that there is prejudice when it comes to people of lower class or economic standing, there are stereotypes that label them as untrustworthy, lazy, and even dangerous. This thought is fed by the just-world phenomenon, that of low economic status are uneducated, lazy, and are more likely to be substance abusers, and thus get what they deserve.”

Ibarra recounts how she discovered Pixar’s Luca and shares what she thought of the animation, focusing on how the film encapsulates socioeconomic discrimination in its settings. She then discusses the characters and their relationships with the protagonist. Finally, Ibarra notes how the movie alluded to flawed characters, such as having a smaller boat, mismatched or recycled kitchen furniture, and no shoes. 

The other cast even taunts Luca, saying he smells and gets his clothes from a dead person. These are typical things marginalized communities experience in real life. At the end of her essay, Ibarra points out how society is dogmatic against the lower class, thinking they are abusers. In Luca, the wealthy antagonist is shown to be violent and lazy.

“Even though the problem of discrimination has calmed down, it still happens… From these past experiences, we can realize that solutions to tough problems come in tough ways.”

The author introduces people who called out discrimination, such as Mahatma Gandhi, Dr. Martin Luther King Jr., and Barbara Henry – the only teacher who decided to teach Ruby Bridges, despite her skin color. 

He then moves on to mention the variations of present-day discrimination. He uses Donald Trump and the border he wants to build to keep the Hispanics out as an example. Finally, Bill ends the essay by telling the readers those who discriminate against others are bullies who want to get a reaction out of their victims. 

Do you get intimidated when you need to write an essay? Don’t be! If writing an essay makes you nervous, do it step by step. To start, write a simple 5 paragraph essay .

Prompts on Essays About Discrimination

Below are writing prompts that can inspire you on what to focus on when writing your discrimination essay:

Have you had to go through an aggressor who disliked you because you’re you? Write an essay about this incident, how it happened, what you felt during the episode, and what you did afterward. You can also include how it affected the way you interact with people. For example, did you try to tone down a part of yourself or change how you speak to avoid conflict?

List ways on how you can participate in lessening incidents of discrimination. Your list can include calling out biases, reporting to proper authorities, or spreading awareness of what discrimination is.

Is there an ongoing prejudice you observe in your school, subdivision, etc.? If other people in your community go through this unjust treatment, you can interview them and incorporate their thoughts on the matter.

Tackle what victims of discrimination have to go through daily. You can also talk about how it affected their life in the long run, such as having low self-esteem that limited their potential and opportunities and being frightened of getting involved with other individuals who may be bigots.

For this prompt, you can choose a subtopic to zero in on, like Workplace Discrimination, Disability Discrimination, and others. Then, add sample situations to demonstrate the unfairness better.

What are your thoughts on the different game rules for men and women? Do you believe these rules are just? Cite news incidents to make your essay more credible. For example, you can mention the incident where the Norwegian women’s beach handball team got fined for wearing tops and shorts instead of bikinis.

Since we learn to discriminate because of the society we grew up in, it’s only normal to be biased unintentionally. When you catch yourself having these partialities, what do you do? How do you train yourself not to discriminate against others?

Focus on an area of discrimination and suggest methods to lessen its instances. To give you an idea, you can concentrate on Workplace Discrimination, starting from its hiring process. You can propose that applicants are chosen based on their skills, so the company can implement a hiring procedure where applicants should go through written tests first before personal interviews.

If you instead want to focus on topics that include people from all walks of life, talk about diversity. Here’s an excellent guide on how to write an essay about diversity .

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Discrimination Essay | Essay on Discrimination for Students and Children in English

February 13, 2024 by Prasanna

Discrimination Essay:  According to the Oxford dictionary, discrimination is the practice of treating an individual or a particular group in society unfairly than others based on age, race, sex, religion, finance, etc.

Throughout history, we have seen discrimination tainting every society and nation. This essay examines and analyses the causes and effects of discrimination in various forms on an individual, society, or nation.

You can also find more  Essay Writing  articles on events, persons, sports, technology and many more.

Long and Short Essays on Discrimination for Students and Kids in English

We provide children and students with essay samples on a long essay of 500 words and a short essay of 150 words on the topic “Discrimination” for reference.

Long Essay on Discrimination 500 Words in English

Long Essay on Discrimination is usually given to classes 7, 8, 9, and 10.

Our world has always been parted into two groups: victims of discrimination and those who discriminate against the former. The definition of discrimination denies opportunity or equal rights to a specific group of people that may be differentiated based on their religion, skin colour, or gender.

However, discrimination could be confused with prejudice and stereotype. Stereotypes are mental images we have on a particular group of people because of their religion, culture, or gender. Prejudice stems from stereotypes. It’s the act of judging by popular stereotypes.

Discrimination Is a mix of both with the addition of oppression and unfair treatment towards the deemed ‘inferior’ group or individual. Keep in mind that prejudice is a result of attitude, and discrimination results from an action.

Human history is saturated with acts of discrimination. It takes different forms, and modern society is not an exception. It is at the stake of cultural history and has influenced many social, cultural, and economic occurrences that we see today.

One of the most common forms being discrimination based on the financial background of an individual. The world is divided. The oppressive rich and powerful one’s greed to earn more and frowns upon the one who doesn’t have it all while the poor struggles to survive.

When we come across racial discrimination or racism, globally, we see acts of violence and unfair treatment done against people of colour, usually against people who aren’t Caucasian or commonly termed ‘white’ in appearance.

You can now access more Essay Writing on this topic and many more.

This form of oppression started when European countries started colonizing lands outside Europe in the 1600s and claiming them to be superior. Sadly, racism is still prevalent in the modern world, where a person’s ethnicity derives them from equal rights and opportunities.

In the history of humanity, we have come across several gruesome acts of discrimination. One of them being the mass genocide of Jews living in Europe, led by the Nazis and their leader Hitler, during the 2nd world war. We still see acts of systemic racism in countries all across the group.

Sexism has also been a significant issue over the centuries. Women face discrimination and double standards in their homes and their workplaces. Here we see women being oppressed, abused, and mistreated by men. Sexism resides in every society worldwide, blocking women from attaining every other right that a man gets to enjoy.

We also see people getting discriminated against for their sexual orientation. Homophobia and transphobia are what every queer has to go through living in today’s society. They get judged, oppressed, threatened, and even illegalized just for being who they are.

Another form of discrimination that’s primarily affecting the world today is discrimination based on religion. Today’s world is so divided that one wrong act from a community will form a lousy rep around the group.

A country like India, which is constitutionally secular, is now fragmented because of fights struck against religious minorities. In America, after the 9/11 massacre struck, people developed this strange stereotype and hatred towards people who follow Islam, also known as Islamophobia.

To sum it up, discrimination forms a menace to society and the person who has to face such an adverse treatment as it is a straight denial of the equal worth of the victim. It is a violation of an individual’s identity.

Short Essay on Discrimination 150 Words in English

Short Essay on Discrimination is usually given to classes 1, 2, 3, 4, 5, and 6.

Discrimination is as common and abundant as corruption in politics and pollution in the air. Every type of discrimination implicates the superiority of a specific group of people over another group of people.

In today’s world, we see several forms of discrimination: gender, race, ethnicity, sexual orientation, religion, age, education, finance, workplace hierarchy, disabilities, etc. All of these arises from prolonged superiority complex, ignorance, and indifference to people’s identity.

The world we live in now faces significant issues like racism, sexism, homophobia, and Islamophobia. All these issues pile up to build a society filled with injustice, inequality, and in general toxic.

We study all the gruesome and bloody acts and events that have stained humankind all because of discrimination in history. Nowadays, these acts of discrimination are getting recognized and being called out, but it’s far from getting eradicated.

The government should form laws to avoid it; parents and schools should educate children on equality. The fight against discrimination is a long and hard one, but we have to continue fighting this social evil.

10 Lines on Discrimination Essay in English

1. Discrimination is an act when a person is treated unequally and differently. 2. Stereotype and prejudice are not discrimination. They are a part of the discrimination spectrum. 3. Particular forms of discrimination are also punishable by law. 4. Discrimination is of many types—racism, sexism, homophobia, etc. 5. Two anti-discrimination movements around the world are- ‘Me Too’ movement (a feminist movement / a protest against sexism) and the ‘Black Lives Matter’ Movement (protest against racism and systemic racism. 6. On 1st March every year, the Zero Discrimination Day is celebrated. 7. On 1st March 2014, The United Nations, along with UNAIDS, celebrated this day for the first time. 8. This day generally focuses on no discrimination despite having different gender, sex, ethnicity, and physical disability. 9. Any form of discrimination violates human rights. 10. Acts of discrimination are deeply rooted in our society, and we have to get rid of it.

FAQ’s on Discrimination Essay

Question 1. What is Discrimination?

Answer: Discrimination is an act of making unjustified distinctions between people based on the groups, classes, or other categories to which they belong.

Question 2.  What are the four main types of discrimination?

Answer: There are four main types of discrimination– direct discrimination and indirect discrimination, harassment, and victimization.

Question 3.  What is the cause of discrimination?

Answer: All forms of discrimination are prejudice based on identity concepts and the need to identify with a certain group. This can lead to division, hatred, and even the dehumanization of other people because they have different identities.

Question 4.  What kind of discrimination is illegal?

Answer: Employers can’t discriminate based on race, colour, religion, sex, sexual orientation, gender identity or expression, age (40 and older), disability, or national origin.

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Tell me about a time when…you experienced discrimination and how you dealt with it

Editor’s Note:  “ Tell me about a time when …” was created by senior staff columnist and print journalism junior Kelly Schafler with the hope of forming a more active and connected student body. On a campus this big and diverse, it’s easy to sometimes feel insignificant. One of the coolest things about diversity is the ability for it to point out all of the similarities among the student body. Everyone has stories, and we want to hear them.

Once a month, a new prompt will be issued to the student body so we may begin sharing our stories. One or two students and one Daily Cougar staff member will be featured together in this monthly column. Send in an email so that other students can relate to and benefit from your story.

We want to thank all of you who have submitted your stories and who may submit stories.

April’s prompt:  Tell me about a time when … you dealt with adapting to college life.

Facing profiling due to race

After a night out around town, two friends and I decided to stop by a local McDonald’s near campus — like we normally do — but on this particular Saturday night, we were met with a great deal of discrimination by the Houston Police Department.

While driving my 1994 Lincoln Town Car with 22 inch chrome rims, I was pulled over by two HPD officers at the corner of Old Spanish Trail and Cullen Boulevard. The first officer approached my front driver’s side door, while the other officer approached my front passenger door.

While I was in mid-conversation with one officer trying to find out the reason behind this traffic stop, the other officer instructed one of my friends to exit the vehicle. My friend did exactly that without hesitation.

I was then instructed to give the officer that I was speaking with my driver’s license. He then returned to his vehicle for about five minutes.

During this time, my friend was still being questioned outside of my vehicle. As the second officer allowed him to return to the vehicle, the first officer returned to the car and handed me back my license.

I once again demanded to know the reason I had been stopped.

The first officer responded, “Where is it? If you just tell me, I will let you go.”

By this time, I had come to the realization that I had been pulled over simply because of the vehicle I was driving and the neighborhood I was driving that vehicle in.

Instead of the officers seeing my vehicle for what it is — which is a vehicle to get me from point A to B while I’m in school — they assumed that I had some sort of drugs in the vehicle.

I handled this discrimination by staying calm and doing exactly what the officers had asked of me. However, instead of driving off and never thinking about it again, I noticed the names on the badges of the officers and reported this profiling/discrimination to the HPD.

I knew that responding in a negative way during this time of discrimination would only result badly for my friends and me, but I also knew that reporting them and putting my complaint in writing would follow these officers for the rest of their lives.

Therefore, in the occasion that someone else reports them, the police department would be forced to take action.

Opinion columnist Derail Texada is a broadcast journalism junior and may be reached at [email protected]

Differences in languages causing barriers 

Growing up in my middle school in Utah, there was this teacher I had that, in ways, I could tell that he treated me differently from other students because I was still learning to speak English.

Spanish is my first language, and the weird thing was that the teacher spoke Spanish, but he wouldn’t take the time to explain things to me even though he knew he could communicate with me. I was little, and it made me frustrated because my grades were bad because of it.

The only way I could deal with it was by talking to my parents and trying to get my teacher changed.

(As for the teacher), they brought him into the office, but his excuse was that he felt like if he spoke to me in Spanish that I would never learn. The thing was that I was already taking ESL classes, but I wasn’t at the level I was supposed to be … he just refused to help me.

There are also other (discriminatory) things on a daily basis that aren’t that big of a deal, like when people … act in a different way toward you because of (your skin tone) or give you dirty looks when you’re speaking Spanish.

You have to teach your children to get along with other kids … if they can hear you treating other people badly, they’re usually going to copy what you do.

(Discrimination) will go away, but pretty slowly … every day it’s encountered. I try not to pay attention too much to it, but I do get frustrated.

I just try to move along and not let it bother me.

Petroleum engineering junior Carlos Gonzalez

Discrimination in the workforce

I felt discrimination mainly when I was looking for jobs. I was so young that (jobs) didn’t want to hire me because they thought I was inexperienced.

A lot of the time it’s not even about race; it’s about age — especially if you’re a woman, too. It’s the same thing with age; if you’re younger, they either feel like you’re inexperienced or they feel like you don’t have the skills necessary to have a job.

I was applying for a bunch of different jobs in restaurants around Houston and a lot of time they were like, “She’s too young.”

Another time, when I was about 17 years old, I applied to be a waitress, and they felt I was too young to go around and wait tables or be a hostess.

I went around to other jobs and I talked to them and said, “I know how you feel. This is my first job, so I don’t have the same experience.” I didn’t get completely mad at them, because I understood it was lack of work experience, but I did explain to them that if they trained me, I would learn. Another way to look at it is if it’s not working with a certain type of job, you can switch to another field.

If you feel discriminated against, keep your options open, because there are people out there who try to keep it equal opportunity, and there are organizations that are willing to help people who are discriminated against.

Pre-pharmaceutical freshman Gabriella Davila

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Still Separate, Still Unequal: Teaching about School Segregation and Educational Inequality

By Keith Meatto

• May 2, 2019

Racial segregation in public education has been illegal for 65 years in the United States. Yet American public schools remain largely separate and unequal — with profound consequences for students, especially students of color.

Today’s teachers and students should know that the Supreme Court declared racial segregation in schools to be unconstitutional in the landmark 1954 ruling Brown v. Board of Education . Perhaps less well known is the extent to which American schools are still segregated. According to a recent Times article , “More than half of the nation’s schoolchildren are in racially concentrated districts, where over 75 percent of students are either white or nonwhite.” In addition, school districts are often segregated by income. The nexus of racial and economic segregation has intensified educational gaps between rich and poor students, and between white students and students of color.

Although many students learn about the historical struggles to desegregate schools in the civil rights era, segregation as a current reality is largely absent from the curriculum.

“No one is really talking about school segregation anymore,” Elise C. Boddie and Dennis D. Parker wrote in this 2018 Op-Ed essay. “That’s a shame because an abundance of research shows that integration is still one of the most effective tools that we have for achieving racial equity.”

The teaching activities below, written directly to students, use recent Times articles as a way to grapple with segregation and educational inequality in the present. This resource considers three essential questions:

• How and why are schools still segregated in 2019? • What repercussions do segregated schools have for students and society? • What are potential remedies to address school segregation?

School segregation and educational inequity may be a sensitive and uncomfortable topic for students and teachers, regardless of their race, ethnicity or economic status. Nevertheless, the topics below offer entry points to an essential conversation, one that affects every American student and raises questions about core American ideals of equality and fairness.

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Home — Essay Samples — Education — Inequality in Education — Addressing Racism and Discrimination in Schools

Addressing Racism and Discrimination in Schools

• Categories: Inequality in Education

About this sample

Words: 611 |

Published: Mar 8, 2024

Words: 611 | Page: 1 | 4 min read

Table of contents

Introduction, manifestations of racism and discrimination in schools, consequences of racism and discrimination in schools, combating racism and discrimination in schools.

• Unequal Resource Allocation: School districts with predominantly marginalized communities often face insufficient funding, resulting in a lack of resources, inadequate facilities, outdated textbooks, and limited extracurricular opportunities. This unequal resource allocation perpetuates systemic racism and discrimination, as students from these communities are denied equal educational opportunities.
• Racial Profiling and Discipline Disparities: Research indicates that students from minority s, particularly African American and Hispanic students, are subjected to racial profiling, leading to disproportionate disciplinary actions such as suspensions and expulsions. Systemic biases in disciplinary policies contribute to the perpetuation of stereotypes and disadvantage certain student populations.
• Biased Curriculum and Teaching: Schools may inadvertently perpetuate racism and discrimination through the curriculum they teach. The omission of certain cultural perspectives, the underrepresentation of diverse historical figures , and the dominance of Eurocentric narratives reinforce biases and marginalize students from different s.
• Bullying and Harassment: Racism and discrimination manifest as bullying and harassment within schools, often targeting students who experience intersectional identities or visible differences. This hostile environment affects students' mental health, self-esteem, and academic performance, hindering their overall well-being.
• Academic Achievement Gap: The presence of racism and discrimination hampers students' ability to fully engage in their education, resulting in lower achievement levels. The inequality in resource allocation and biased disciplinary practices exacerbate the academic achievement gap , particularly for marginalized communities.
• Psychological Effects: Students who are consistently exposed to racism and discrimination in schools are more likely to experience mental health issues, including anxiety, depression, and low self-esteem. These psychological effects can hinder their ability to learn, participate, and succeed academically.
• Exclusion and Alienation: Students who are targets of racism and discrimination often feel excluded and alienated from their peers and the larger school community. This sense of isolation affects their social development, making it challenging for them to form supportive relationships and engage in collaborative learning opportunities.
• Implementing Anti-Racist Policies: Schools must adopt explicit anti-racist policies that address systemic biases, promote inclusivity, and establish consequences for racist and discriminatory actions. These policies should emphasize equal educational opportunities, culturally responsive teaching , and proactive measures to foster a welcoming and inclusive environment.
• Enhancing Teacher Training: Educators should undergo ongoing professional development to recognize and address their unconscious biases, cultural competence, and strategies to create inclusive classrooms. Additionally, teacher training programs should incorporate anti-racist and anti-discriminatory practices into their curricula.
• Diversifying Curriculum: Schools should promote diverse perspectives and histories by including curricular materials that reflect the experiences of marginalized communities. This broader representation fosters empathy, challenges stereotypes, and cultivates a more inclusive learning environment.
• Encouraging Dialogue and Safe Spaces: Schools should provide platforms for open conversations about racism and discrimination, allowing students and staff to share their experiences, raise awareness, and develop strategies to combat these issues. Creating safe spaces, such as student-led affinity groups, can provide support and foster allyship among students.

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The Diversity Essay: How to Write an Excellent Diversity Essay

What is a diversity essay in a school application? And why does it matter when applying to leading programs and universities? Most importantly, how should you go about writing such an essay?

Diversity is of supreme value in higher education, and schools want to know how every student will contribute to the diversity on their campus. A diversity essay gives applicants with disadvantaged or underrepresented backgrounds, an unusual education, a distinctive experience, or a unique family history an opportunity to write about how these elements of their background have prepared them to play a useful role in increasing and encouraging diversity among their target program’s student body and broader community.

The purpose of all application essays is to help the adcom better understand who an applicant is and what they care about. Your essays are your chance to share your voice and humanize your application. This is especially true for the diversity essay, which aims to reveal your unique perspectives and experiences, as well as the ways in which you might contribute to a college community.

In this post, we’ll discuss what exactly a diversity essay is, look at examples of actual prompts and a sample essay, and offer tips for writing a standout essay. 

In this post, you’ll find the following: 

What a diversity essay covers

How to show you can add to a school’s diversity, why diversity matters to schools.

• Seven examples that reveal diversity

Sample diversity essay prompts

How to write about your diversity.

• A diversity essay example

Upon hearing the word “diversity” in relation to an application essay, many people assume that they will have to write about gender, sexuality, class, or race. To many, this can feel overly personal or irrelevant, and some students might worry that their identity isn’t unique or interesting enough. In reality, the diversity essay is much broader than many people realize.

Identity means different things to different people. The important thing is that you demonstrate your uniqueness and what matters to you. In addition to writing about one of the traditional identity features we just mentioned (gender, sexuality, class, race), you could consider writing about a more unusual feature of yourself or your life – or even the intersection of two or more identities.

Consider these questions as you think about what to include in your diversity essay:

• Do you have a unique or unusual talent or skill?
• Do you have beliefs or values that are markedly different from those of the people around you? 
• Do you have a hobby or interest that sets you apart from your peers? 
• Have you done or experienced something that few people have? Note that if you choose to write about a single event as a diverse identity feature, that event needs to have had a pretty substantial impact on you and your life. For example, perhaps you’re part of the 0.2% of the world’s population that has run a marathon, or you’ve had the chance to watch wolves hunt in the wild.
• Do you have a role in life that gives you a special outlook on the world? For example, maybe one of your siblings has a rare disability, or you grew up in a town with fewer than 500 inhabitants.

If you are an immigrant to the United States, the child of immigrants, or someone whose ethnicity is underrepresented in the States, your response to “How will you add to the diversity of our class/community?” and similar questions might help your application efforts. Why? Because you have the opportunity to show the adcom how your background will contribute a distinctive perspective to the program you are applying to.

Of course, if you’re not underrepresented in your field or part of a disadvantaged group, that doesn’t mean that you don’t have anything to write about in a diversity essay.

For example, you might have an unusual or special experience to share, such as serving in the military, being a member of a dance troupe, or caring for a disabled relative. These and other distinctive experiences can convey how you will contribute to the diversity of the school’s campus.

Maybe you are the first member of your family to apply to college or the first person in your household to learn English. Perhaps you have worked your way through college or helped raise your siblings. You might also have been an ally to those who are underrepresented, disadvantaged, or marginalized in your community, at your school, or in a work setting. 

As you can see, diversity is not limited to one’s religion, ethnicity, culture, language, or sexual orientation. It refers to whatever element of your identity distinguishes you from others and shows that you, too, value diversity.

The diversity essay provides colleges the chance to build a student body that includes different ethnicities, religions, sexual orientations, backgrounds, interests, and so on. Applicants are asked to illuminate what sets them apart so that the adcoms can see what kind of diverse views and opinions they can bring to the campus.

Admissions officers believe that diversity in the classroom improves the educational experience of all the students involved. They also believe that having a diverse workforce better serves society as a whole.

The more diverse perspectives found in the classroom, throughout the dorms, in the dining halls, and mixed into study groups, the richer people’s discussions will be.

Plus, learning and growing in this kind of multicultural environment will prepare students for working in our increasingly multicultural and global world.

In medicine, for example, a heterogeneous workforce benefits people from previously underrepresented cultures. Businesses realize that they will market more effectively if they can speak to different audiences, which is possible when members of their workforce come from various backgrounds and cultures. Schools simply want to prepare graduates for the 21st century job market.

Seven examples that reveal diversity

Adcoms want to know about the diverse elements of your character and how these have helped you develop particular  personality traits , as well as about any unusual experiences that have shaped you.

Here are seven examples an applicant could write about:

1. They grew up in an environment with a strong emphasis on respecting their elders, attending family events, and/or learning their parents’ native language and culture.

2. They are close to their grandparents and extended family members who have taught them how teamwork can help everyone thrive.

3. They have had to face difficulties that stem from their parents’ values being in conflict with theirs or those of their peers.

4. Teachers have not always understood the elements of their culture or lifestyle and how those elements influence their performance.

5. They have suffered discrimination and succeeded despite it because of their grit, values, and character.

6. They learned skills from a lifestyle that is outside the norm (e.g., living in foreign countries as the child of a diplomat or contractor; performing professionally in theater, dance, music, or sports; having a deaf sibling).

7. They’ve encountered racism or other prejudice (either toward themselves or others) and responded by actively promoting diverse, tolerant values.

And remember, diversity is not about who your parents are.  It’s about who you are  – at the core.

Your background, influences, religious observances, native language, ideas, work environment, community experiences – all these factors come together to create a unique individual, one who will contribute to a varied class of distinct individuals taking their place in a diverse world.

The best-known diversity essay prompt is from the  Common App . It states:

“Some students have a background, identity, interest, or talent that is so meaningful they believe their application would be incomplete without it. If this sounds like you, then please share your story.”

Some schools have individual diversity essay prompts. For example, this one is from  Duke University :

“We believe a wide range of personal perspectives, beliefs, and lived experiences are essential to making Duke a vibrant and meaningful living and learning community. Feel free to share with us anything in this context that might help us better understand you and what you might bring to our community.” 

And the  Rice University application includes the following prompt:

“Rice is strengthened by its diverse community of learning and discovery that produces leaders and change agents across the spectrum of human endeavor. What perspectives shaped by your background, experiences, upbringing, and/or racial identity inspire you to join our community of change agents at Rice?”

In all instances, colleges want you to demonstrate how and what you’ll contribute to their communities.

Your answer to a school’s diversity essay question should focus on how your experiences have built your empathy for others, your embrace of differences, your resilience, your character, and your perspective.

The school might ask how you think of diversity or how you will bring or add to the diversity of the school, your chosen profession, or your community. Make sure you answer the specific question posed by highlighting distinctive elements of your profile that will add to the class mosaic every adcom is trying to create. You don’t want to blend in; you want to stand out in a positive way while also complementing the school’s canvas.

Here’s a simple, three-part framework that will help you think of diversity more broadly:

Who are you? What has contributed to your identity? How do you distinguish yourself? Your identity can include any of the following: gender, sexual orientation, ethnicity, disability, religion, nontraditional work experience, nontraditional educational background, multicultural background, and family’s educational level.

What have you done? What have you accomplished? This could include any of the following: achievements inside and/or outside your field of study, leadership opportunities, community service, internship or professional experience, research opportunities, hobbies, and travel. Any or all of these could be unique. Also, what life-derailing, throw-you-for-a-loop challenges have you faced and overcome?

How do you think? How do you approach things? What drives you? What influences you? Are you the person who can break up a tense meeting with some well-timed humor? Are you the one who intuitively sees how to bring people together? 

Read more about this three-part framework in Episode 193 of Accepted’s Admissions Straight Talk podcast or listen wherever you get your favorite podcast s.

Think about each question within this framework and how you could apply your diversity elements to your target school’s classroom or community. Any of these elements can serve as the framework for your essay.

Don’t worry if you can’t think of something totally “out there.” You don’t need to be a tightrope walker living in the Andes or a Buddhist monk from Japan to be able to contribute to a school’s diversity!

And please remember, the examples we have offered here are not exhaustive. There are many other ways to show diversity!

All you need to do to be able to write successfully about how you will contribute to the diversity of your target school’s community is examine your identity, deeds, and ideas, with an eye toward your personal distinctiveness and individuality. There is only one  you .

Take a look at the sample diversity essay in the next section of this post, and pay attention to how the writer underscores their appreciation for, and experience with, diversity. 

A diversity essay sample

When I was starting 11th grade, my dad, an agricultural scientist, was assigned to a 3-month research project in a farm village in Niigata (northwest Honshu in Japan). Rather than stay behind with my mom and siblings, I begged to go with him. As a straight-A student, I convinced my parents and the principal that I could handle my schoolwork remotely (pre-COVID) for that stretch. It was time to leap beyond my comfortable suburban Wisconsin life—and my Western orientation, reinforced by travel to Europe the year before. 

We roomed in a sprawling farmhouse with a family participating in my dad’s study. I thought I’d experience an “English-free zone,” but the high school students all studied and wanted to practice English, so I did meet peers even though I didn’t attend their school. Of the many eye-opening, influential, cultural experiences, the one that resonates most powerfully to me is experiencing their community. It was a living, organic whole. Elementary school kids spent time helping with the rice harvest. People who foraged for seasonal wild edibles gave them to acquaintances throughout the town. In fact, there was a constant sharing of food among residents—garden veggies carried in straw baskets, fish or meat in coolers. The pharmacist would drive prescriptions to people who couldn’t easily get out—new mothers, the elderly—not as a business service but as a good neighbor. If rain suddenly threatened, neighbors would bring in each other’s drying laundry. When an empty-nest 50-year-old woman had to be hospitalized suddenly for a near-fatal snakebite, neighbors maintained her veggie patch until she returned. The community embodied constant awareness of others’ needs and circumstances. The community flowed!

Yet, people there lamented that this lifestyle was vanishing; more young people left than stayed or came. And it wasn’t idyllic: I heard about ubiquitous gossip, long-standing personal enmities, busybody-ness. But these very human foibles didn’t dam the flow. This dynamic community organism couldn’t have been more different from my suburban life back home, with its insular nuclear families. We nod hello to neighbors in passing. 

This wonderful experience contained a personal challenge. Blond and blue-eyed, I became “the other” for the first time. Except for my dad, I saw no Westerner there. Curious eyes followed me. Stepping into a market or walking down the street, I drew gazes. People swiftly looked away if they accidentally caught my eye. It was not at all hostile, I knew, but I felt like an object. I began making extra sure to appear “presentable” before going outside. The sense of being watched sometimes generated mild stress or resentment. Returning to my lovely tatami room, I would decompress, grateful to be alone. I realized this challenge was a minute fraction of what others experience in my own country. The toll that feeling—and being— “other” takes on non-white and visibly different people in the US can be extremely painful. Experiencing it firsthand, albeit briefly, benignly, and in relative comfort, I got it.

Unlike the organic Niigata community, work teams, and the workplace itself, have externally driven purposes. Within this different environment, I will strive to exemplify the ongoing mutual awareness that fueled the community life in Niigata. Does it benefit the bottom line, improve the results? I don’t know. But it helps me be the mature, engaged person I want to be, and to appreciate the individuals who are my colleagues and who comprise my professional community. I am now far more conscious of people feeling their “otherness”—even when it’s not in response to negative treatment, it can arise simply from awareness of being in some way different.

What did you think of this essay? Does this middle class Midwesterner have the unique experience of being different from the surrounding majority, something she had not experienced in the United States? Did she encounter diversity from the perspective of “the other”? 

Here a few things to note about why this diversity essay works so well:

1. The writer comes from “a comfortable, suburban, Wisconsin life,” suggesting that her background might not be ethnically, racially, or in any other way diverse.

2. The diversity “points” scored all come from her fascinating experience of having lived in a Japanese farm village, where she immersed herself in a totally different culture.

3. The lessons learned about the meaning of community are what broaden and deepen the writer’s perspective about life, about a purpose-driven life, and about the concept of “otherness.” 

By writing about a time when you experienced diversity in one of its many forms, you can write a memorable and meaningful diversity essay.

Working on your diversity essay?

Want to ensure that your application demonstrates the diversity that your dream school is seeking?  Work with one of our admissions experts . This checklist includes more than 30 different ways to think about diversity to jump-start your creative engine.

Dr. Sundas Ali has more than 15 years of experience teaching and advising students, providing career and admissions advice, reviewing applications, and conducting interviews for the University of Oxford’s undergraduate and graduate programs. In addition, Sundas has worked with students from a wide range of countries, including the United Kingdom, the United States, India, Pakistan, China, Japan, and the Middle East. Want Sundas to help you get Accepted? Click here to get in touch! 

Related Resources:

• Different Dimensions of Diversity , podcast Episode 193
• What Should You Do If You Belong to an Overrepresented MBA Applicant Group?
• Fitting In & Standing Out: The Paradox at the Heart of Admissions , a free guide

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Ending Discrimination in Education: a key instrument to protect the right to education

With the world’s most vulnerable children and youth at risk of missing out on education as a fallout from the COVID-19 pandemic, UNESCO is urging all countries to protect better the fundamental right to learn by ratifying the Convention against Discrimination in Education, adopted on 14 December 60 years ago. 

As part of a new campaign to raise awareness of the Convention, UNESCO is  launching a conversation  about extending our understanding of the right to education to reflect increasingly crucial global needs, namely digital inclusion, learners’ data privacy and access to lifelong learning.

The Convention, the first legally binding international instrument entirely dedicated to the right to education, has been ratified by 106 countries to date: 28% of countries in the Asia Pacific region, 46.8% in sub-Saharan Africa, 60.6% in Latin America and the Caribbean, 63.1% in Arab States to 68% and 88% respectively in Western Europe and North America, and Eastern Europe.

When they ratify the Convention, countries establish, or upgrade, policy and/or legal frameworks to meet international standards, guarantee the right to education and counter discrimination. As such, the Convention represents a powerful tool to advance the 4th Sustainable Development Goal “to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all."

Discrimination remains pervasive in education, whether on the basis of disability, gender, language, income, ethnicity, religion, migration or displacement status. About 258 million children and youth around the world are out of school, while 773 million adults, two-thirds of whom are women, are illiterate, according to data from UNESCO’s Institute for Statistics. 

The COVID-19 pandemic has exacerbated pre-existing inequalities worldwide, increasing the likelihood that vulnerable students be left behind. UNESCO estimates that over 24 million learners, from the pre-primary to tertiary levels, including more than 11 million girls, risk dropping out of education. According to UNESCO’s Global Monitoring Report, about 40% of low and lower-middle income countries have not been able to support disadvantaged learners during school closures, exacerbating inequalities. One third of students – close to 500 million – were not able to access remote learning solutions, underlining the urgency of making connectivity a right.

To build back better, education systems must integrate rights-based, inclusive and non-discriminatory practices in line with the obligations enshrined in the Convention. 

UNESCO’s “End Discrimination in Education” campaign aims to raise awareness of the Convention, strengthen implementation and monitoring, extend ratification and stimulate reflection on new related rights needed to prevent an exacerbation of inequalities in the digital age.

• Media Contact:  Clare O’Hagan
• Read the  text of the Convention
• Join the UNESCO  ‘Say no to discrimination in education’  #RightToEducation campaign 
• UNESCO’s work on the  right to education
• UNESCO Institute for Statistics

Related items

• Right to education
• SDG: SDG 4 - Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all

This article is related to the United Nation’s Sustainable Development Goals .

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• On Views of Race and Inequality, Blacks and Whites Are Worlds Apart
• 5. Personal experiences with discrimination

Table of Contents

• 1. Demographic trends and economic well-being
• 2. Views of race relations
• 3. Discrimination and racial inequality
• 4. Achieving racial equality
• 6. Views of community, family life and personal finances
• Acknowledgments
• Methodology

Roughly seven-in-ten black Americans (71%) say they have personally experienced discrimination or been treated unfairly because of their race or ethnicity, including 11% who say this is something they experience regularly. Far lower shares of whites (30%) and Hispanics (52%) report experiencing discrimination because of their race or ethnicity.

Overall, four-in-ten black Americans say their race or ethnicity has made it harder for them to succeed in life, while about half (51%) say it hasn’t made much difference, and just 8% say it has made it easier for them to succeed. One-in-five Hispanics say their race or ethnicity has made it harder to succeed in life, while just 5% of white adults say the same; 31% of whites say their race or ethnicity has made it easier for them to succeed.

When asked about specific kinds of discrimination that people may face, about half of black adults said that in the past year someone has acted as if they were suspicious of them (47%) or as if they thought they weren’t smart (45%). About two-in-ten blacks say they were treated unfairly in hiring, pay or promotion over the past year (21%) and a similar share (18%) say they have been unfairly stopped by the police over the same period. In each of these cases, blacks are more likely than both whites and Hispanics to say they have experienced these things in the past year.

Majorities of all demographic subgroups of blacks have experienced racial discrimination

Large majorities of blacks across all major demographic groups say – at some point in their lifetime – they have experienced discrimination or been treated unfairly because of their race or ethnicity, including similar shares of men and women, young and old, and those with higher and lower incomes.

Reports of discrimination are more common among blacks with at least some college education; 81% say they have experienced this at least occasionally, including 13% who say it happens regularly, compared with 59% and 8%, respectively, among blacks with a high school diploma or less.

Among blacks who say they have personally experienced discrimination, equal shares say discrimination built into our laws and institutions is the bigger problem for black people today as say the bigger problem is the prejudice of individual people (44% each). Blacks who say they have never experienced discrimination are more likely to see individual discrimination rather than institutional discrimination as the bigger problem (59% vs. 32%).

Among Hispanics, higher shares of those who are younger than 50 (58% vs. 35% of older Hispanics), have at least some college education (61% vs. 45% with no college experience) and are U.S. born (62% vs. 41% of foreign born) report having ever experienced discrimination.

The share of whites who say they have ever faced discrimination or been treated unfairly because of their race or ethnicity is much lower than that of blacks or Hispanics. Still, three-in-ten white adults say they have experienced discrimination.

About half of blacks say someone has treated them with suspicion or like they weren’t smart

When asked about some things people may have experienced because of their race or ethnicity, roughly half 0f black Americans say that, in the past 12 months, someone has acted like they were suspicious of them (47%) or like they didn’t think they were smart (45%). About half as many say they have been treated unfairly by an employer in hiring, pay or promotion (21%) or that they have been unfairly stopped by police (18%) because of their race or ethnicity over the same period.

Whites are far less likely than blacks to say they have had these experiences. In fact, only about one-in-ten whites say that, in the past 12 months, someone has acted like they were suspicious of them (10%) or like they didn’t think they were smart (9%) because of their race or ethnicity, and even fewer say they have been treated unfairly by an employer (4%) or have been unfairly stopped by police (3%).

Among Hispanics, about three-in-ten (29%) say someone has acted like they thought they weren’t smart and about a quarter (23%) say someone has acted as if they were suspicious of them in the past 12 months; 16% of Hispanics say they have been treated unfairly by an employer and 11% say they have been unfairly stopped by police because of their race or ethnicity.

Black men are more likely than black women to say they have been seen as suspicious (52% vs. 44%) and that they have been unfairly stopped by police (22% vs. 15%) in the past 12 months. There is no significant difference in the share of black men and women who say someone has acted as if they thought they weren’t smart and who say they have been treated unfairly by an employer.

Blacks with at least some college education are more likely than those with a high school diploma or less to report having been treated as if they were not smart in the past year because of their race or ethnicity (52% vs. 37%). Blacks with at least some college education are also more likely than blacks with no college experience to say someone has acted like they were suspicious of them (55% vs. 38%).

With the exception of being unfairly stopped by police, perceptions of unfair treatment among blacks don’t differ significantly by family income. One-in-five blacks with annual family incomes under $30,000 or with incomes between $30,000 and $74,999 say they have been unfairly stopped by police in the past year, compared with 12% of blacks with incomes of $75,000 or more.

Among Hispanics, those younger than 30 are more likely than those in older age groups to say they have been treated unfairly by an employer or that people have been suspicious of them or have acted as if they didn’t think they were smart because of their race or ethnicity. Nativity is also linked to these types of experiences. U.S.-born Hispanics are more likely than the foreign born to report being treated as if they were unintelligent (35% vs. 24%) or suspicious (32% vs. 14%) and to say they were treated unfairly by an employer in hiring, pay or promotion (20% vs. 12%).

Four-in-ten blacks say their race has made it harder for them to succeed in life

When asked whether their race or ethnicity has affected their ability to succeed in life, 40% of black adults say it has made it harder to succeed, while 51% say it has not made much difference and just 8% say it has made it easier. The share of blacks saying their race or ethnicity has made it harder to succeed is twice the share of Hispanics (20%) and eight times the share of whites (5%) who say this.

For their part, a majority of whites (62%) and Hispanics (65%) say their race or ethnicity hasn’t made a difference in their success. But whites are about twice as likely as Hispanics to say their race or ethnicity has made it easier to succeed in life (31% vs. 14%).

Black Americans younger than 50, as well as those with more education and higher incomes, are particularly likely to say their race or ethnicity has made it harder for them to succeed in life. About four-in-ten (43%) blacks ages 18 to 49 say this, compared with 35% of older blacks.

Among blacks with a bachelor’s degree or more, 55% say their race has been a disadvantage, while 45% of those with some college and 29% of those with a high school diploma or less say the same. Additionally, blacks with family incomes of $75,000 or more are more likely than those with family incomes between $30,000 and $74,999 and those with family incomes below $30,000 to say their race has held them back (54% vs. 43% and 32%, respectively).

For Hispanics, the share saying their race or ethnicity has made it harder to succeed is higher among women (24% vs. 15% of men) and among those younger than 50 (23% vs. 11% of older Hispanics). There are no differences by education level or nativity.

Among whites, education, income, age and partisanship linked to views of impact of race

While most whites say their race or ethnicity has neither helped nor hurt their ability to succeed in life, a substantial share (31%) say their race or ethnicity has made things easier, a view that is more common among whites with at least a bachelor’s degree and with higher incomes, as well as among those who are younger than 50 and who identify with the Democratic Party.

About half of white college graduates (47%) say their race or ethnicity has been an advantage for them, compared with 31% of whites with some college education and an even lower share of whites with a high school diploma or less education (17%). Similarly, whites with family incomes of $75,000 or more (42%) are more likely than those with family incomes below $30,000 (23%) to say their race or ethnicity has made things easier for them. And while about four-in-ten (38%) whites who are younger than 50 say their race has been an advantage, 26% of older whites say the same.

White Democrats are also far more likely than white Republicans and independents to say their race or ethnicity has made it easier for them to succeed in life. About half (49%) of white Democrats say this, compared with a third of white independents (33%) and even fewer (17%) white Republicans.

Blacks are more likely than whites to say their gender has made it harder to succeed

In addition to seeing their race as a disadvantage to their lifetime success, blacks are more likely than whites or Hispanics to see their gender as being a disadvantage, a difference that is due in large part to the views of black men, who are more likely than white and Hispanic men to say their gender has made it harder for them to succeed in life.

Among all Americans, women (27%) are more likely to say their gender has been a disadvantage in their lives than men (7%). On the flip side, 30% of men say their gender has made it easier for them to succeed in life, compared with 8% of women. Still, majorities of both men (61%) and women (63%) say their gender hasn’t made much difference in their success.

Across each of the major racial and ethnic groups, women are more likely than men to see their gender as a disadvantage for their success. This gap is particularly pronounced among whites (27% of women vs. 5% of men), and Hispanics (22% vs. 6%). Among blacks, the gap between women and men is much narrower; 28% of black women and 20% of black men say their gender has made it harder for them to succeed. But black men are more likely than black women to say their gender has made things easier for them (18% vs. 10%), as is the case to a greater extent for white men (33% vs. 6% of white women) and Hispanic men (26% vs. 14% of Hispanic women).

By and large, the perceptions women have of how their gender has shaped their chances of success do not differ across race and ethnicities. Black, Hispanic and white women are equally likely to say their gender has made it harder for them to succeed.

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Free to Speak - Safe to Learn Democratic Schools for All

Tackling discrimination.

Schools can tackle discrimination by promoting democracy, respect for human rights and citizenship.

To ensure that all students’ needs are met equally, schools need to prioritise language and cultural competences, multiperspectivity in history and gender equality . In this way, students can acquire competences for democratic culture, to fulfil their potential in school as well as in society.  

Facts & figures

Students with disabilities in Europe have higher early-school leaving-rates than their same-age peers.[ 1 ]

Black Caribbean students are three times more likely to be excluded from English schools than white pupils. [ 2 ]

A survey of nine EU countries showed that 33% of Roma students were in schools where most pupils were Roma, with 13% in Roma-only schools.[ 3 ]

What is discrimination?

Discrimination is treating a person badly or unfairly on account of a personal characteristic , such as national, ethnic or social origin, gender, language, religion, disability or sexual orientation.

There are two basic forms of discrimination:

• Direct discrimination – treating someone less favourably than you treat or would treat another person in the same situation, e.g., a school refusing to admit a student because they are Roma,
• Indirect discrimination – applying a provision, criterion or practice in the same way for all of a group which has the effect of unfairly disadvantaging people in the group who share a particular characteristic, e.g., a school uniform policy banning headgears for girls and boys may unfairly disadvantage Muslim girls and Jewish boys.

Discrimination can occur in almost any aspect of school life , from the attitudes and expectations of teachers to school rules and codes of conduct, selection and grouping practices, curricula, teaching methods and materials, changing facilities, career guidance, canteen food and the physical school environment.

Whatever form it takes – whether it be parallel school systems for different ethnic groups, concentrations of minority or disadvantaged children in the same school, or differential access to educational provision, it means a lower quality of educational experience for the students being discriminated against.

Why is tackling discrimination important at school?

Discrimination is a human rights violation . Article 14 of the European Convention on Human Rights contains a prohibition on discrimination with respect to any of the rights and freedoms guaranteed under the Convention. Article 2 of Protocol No.1 requires the state to ensure that all individuals have access to its formal educational provision.

“No person shall be denied the right to education.”[ 4 ] “The enjoyment of the rights and freedoms set forth in this Convention shall be secured without discrimination on any ground such as sex, race, colour, language, religion, political or other opinion, national or social origin, association with a national minority, property, birth or other status.”[ 5 ]

Tackling discrimination is not simply a duty laid on schools by the European Convention of Human Rights, it is also important for student well-being and educational success . Children and young people who are treated unfairly or discriminated against are more likely to have:

• negative attitudes to school
• lower levels of motivation and academic achievement
• a higher risk of dropping out of formal education
• experience of bullying
• mental health problems.

Feeling different or ‘less’ than others can be an isolating experience. Over time it undermines an individual’s capacity for participation in society , e.g., their sense of self-efficacy, openness to other cultures and beliefs, tolerance of ambiguity and flexibility and adaptability - all of which lie at the heart of the Council of Europe Reference Framework of Competences for Democratic Culture .

Lack of opportunity due to discrimination in school also damages society. It intensifies social divisions, fuels xenophobia and intolerance and undermines social cohesion .  

“States should adopt a combination of strong anti-discrimination measures and policies that promote more inclusive education systems where all children learn together. This is not a utopian project, but an achievable goal that can ensure more equal treatment of all children and, in the long term, improve social cohesion”[ 6 ]

What are the challenges?

One of the challenges facing the tackling of discrimination in schools is a lack of data . European-wide statistics specifically focused on discrimination in schools are scarce. Children with disabilities, for example, do not always appear in national statistics and may be ‘invisible’ to decision-makers, service providers and the public. Such children are particularly vulnerable to discrimination, however, and are often segregated in terms of educational provision.

These are not the only ‘invisible’ minorities in schools. For example, LGBTI students often feel they have to hide their sexual orientation at school to avoid victimisation.

Another key challenge is the existence of negative stereotypes about minority groups among teachers, parents, students and other school stakeholders. Such stereotypes are often deeply embedded in everyday school life and practice, so much so that they are taken as ‘normal’, e.g., stories and images in textbooks that reflect a stereotyped portrayal of the roles of women and men, girls and boys. Stereotypes help to fuel prejudiced and aggressive behaviour between students, lower expectations from teachers and negative attitudes from parents, e.g., refusing to allow their children to be taught alongside refugee or migrant children.

Stereotyping is difficult to root out in schools because its origins lie in wider society . This is exacerbated by the current preponderance of hate speech, fake news and conspiracy theories in digital media, especially social media.

The situation is compounded when minority groups are under-represented on school staff . Students lack role - models and teachers do not have the access to information about or insights into other cultures and ways of life that come with belonging to a more diverse profession. They lack the intercultural competences with which to create inclusive and quality learning environments, e.g., openness to cultural otherness, tolerance of ambiguity, plurilingual skills and knowledge and critical understanding of alternative cultures, religions and histories.

Tackling discrimination is more challenging when there is a lack of dialogue between schools and parents . Often this is on account of language difficulties, but it is also a problem where students’ parents work abroad leaving their children in the charge of elderly relatives or others.

How can schools get active?

Ensuring all learners of any age are provided with meaningful, high-quality educational opportunities alongside their peers requires a whole-school approach .

It begins by schools understanding who might be at risk of discrimination, what they can do to minimise discrimination and how they can support students at risk of discrimination . A good place to start is with an assessment of the current situation, identifying the strengths that exist in the school, but also needs and priorities. Consulting with school stakeholders is essential, especially students and, where possible, parents – e.g., using surveys, questionnaires, focus groups, etc. Given the sensitivities involved there is argument for collecting information on individuals’ experiences of discrimination anonymously.

Based on an assessment of the current situation it is possible to identify immediate priorities for policy development. Priorities will vary with the school, but might include, for example:

• language development
• gender equality
• accessibility of the physical environment
• intercultural competences.  

The setting of initial priorities should go hand in hand with professional development for senior leadership teams as well as teaching staff . An element of personal as well as professional reflection is essential to the tackling of discrimination in school. In particular, it is important for school staff to be able to consider their own beliefs and values with regard to discrimination, including their own unconscious biases and prejudices.

Schools can then turn to the longer-term aspiration of creating a culture of non-discrimination . Central to this process is the challenging of negative stereotyping, both in classrooms and around the school. This can be done in a variety of ways, including:

• challenging stereotypes when they are heard
• discussing stereotypes with students
• identifying stereotypes in the curriculum
• highlighting stereotypical images and roles in textbooks
• allocating posts of responsibility equitably
• choosing different ways of dividing up students
• providing a range of role-models
• setting up mechanisms for monitoring incidents of discrimination.  

Challenging stereotypes goes alongside the promotion of inclusion and an appreciation of the benefits of diversity in school life . This can take different forms, including:

• using inclusive language
• including human rights, democratic citizenship and intercultural education in the curriculum
• encouraging the discussion of controversial issues
• promoting student voice
• involving students in peer education and peer mediation activities
• welcoming parents and involving them in school decision-making
• forming partnerships with different organisations and groups in the community.

[1] Education section of the The European Disability Forum

[2] Article: UK: Racial discrimination is a reality in schools and classrooms. Education International

[3] EU Fundamental Rights Agency, “Second European Union Minorities and Discrimination Survey (EU-MIDIS II) Roma – Selected findings” (2017).

[4] ECHR, Article 2, Protocol No.1

[5] ECHR, Article 14

[6] Position paper: Fighting school segregation in Europe through inclusive education  by the Council of Europe Commissioner for Human Rights

Resources on Tackling discrimination

Education for Democracy and Human Rights in 10 Steps (2017)

Living in harmony together: the role of schools? (2014)

Shared histories for a Europe without dividing lines (2014)

Through the Wild Web Woods – An online Internet safety game for children - Teachers guide (2013)

What is the Charter on citizenship and human rights education?

Official texts

ETINED - Volume 1: 7th Session of the Prague Forum (2016)

Freedom(s) - Learning activities for secondary schools on the case law of the European Court of Human Rights (2015)

Guidelines for educators on combating intolerance and discrimination against Muslims – Addressing Islamophobia through Education (2011)

Report of the Intergovernmental Policy Forum: The right of learners to quality and equity in education – the role of language and intercultural skills (2010)

Thematic factsheets highlighting the European Court of Human Rights relevant case-law on issues relating to media freedom

Policy documents

Addressing violence in schools (2016)

Bullying: Perspectives, Practices and Insights (2017)

Compasito - manual on human rights education for children (2000)

Compass - manual for human rights education with young people online resource (2002)

Developing attitudes to recognition: substantial differences in an age of globalisation (Council of Europe higher education series No. 13) (2010)

Equal opportunities for all children: Non-discrimination of lesbian, gay, bisexual, transgender and intersex (LGBTI) children and young people (2016)

ETINED - Volume 4: Codes of conduct for teachers in Europe: A background study (2017)

From linguistic diversity to Plurilingual education: Guide for the development of language education policies in Europe (2007)

Gender Matters. A manual on addressing gender-based violence affecting young people 2007 (reprint 2013)

Guide for the development and implementation of curricula for Plurilingual and intercultural education (2016)

History education in Europe. Ten years of co-operation between the Russian Federation and the Council of Europe (2006)

Intercultural dialogue on Campus (Council of Europe higher education series No. 11) (2009)

Language support for adult refugees: a Council of Europe toolkit (2017)

Living with Controversy - Teaching Controversial Issues Through Education for Democratic Citizenship and Human Rights (EDC/HRE) (2016)

Managing controversy (2017). A self-reflection tool for school leaders and senior managers

Multicultural Societies, Pluricultural People and the Project of Intercultural Education (2009)

Plurilingual and intercultural competence (2009)

Plurilingual and intercultural education as a project (2009)

Quality history education in the 21st century. Principles and guidelines (2018)

Speaking across borders: the role of higher education in furthering intercultural dialogue (Council of Europe higher education series No. 16) (2010)

Specifying languages’ contribution to intercultural education. Lessons learned from the CEFR (2013)

Strategic support for decision makers - Policy tool for education for democratic citizenship and human rights (2010)

The linguistic integration of adult migrants: from one country to another, from one language to another (2014)

White paper on Intercultural dialogue “Living together as equals in dignity” (2008)

Young people building Europe (2016)

“Human Rights Education in the School Systems of Europe, Central Asia and North America: A Compendium of Good Practice”

All different – all Equal (2016). Education pack

Bookmarks - A manual for combating hate speech online through human rights education (Revised edition) (2016)

Developing a culture of co-operation when teaching and learning history. Training units for teachers (2016)

DOmino - A manual to use peer group education as a means to fight racism, xenophobia, anti-Semitism, and intolerance, 3rd edition (2005)

Education mobility, otherness. The mediation functions of schools (2015)

Internet literacy handbook (2017)

Mirrors: Manual on combating antigypsyism through human rights education (2015)

Signposts - Policy and practice for teaching about religions and non-religious world views in intercultural education (2014)

Starting points for combating hate speech online (2015)

The 20th century: an interplay of views (2002)

The changing face of Europe - population flows in the 20th century (2002)

The language dimension in all subjects - A handbook for curriculum development and teacher training (2016)

The Use of Sources in Teaching and Learning History (2009) (Vol.1) (Vol. 2)

We can! Taking action against Hate Speech through Counter and Alternative Narratives (2017)

Anti-rumours handbook (2018)

Bioethical Issues - Educational Fact Sheets (2013)

Don't judge a book by its cover! The living Library Organiser's Guide (2011)

Education for the prevention of discrimination, 2011/2012 (DISC)

Europe matters - A question of values (2016). A educational game about European values!

From the remembrance of the Holocaust to the prevention of radicalisation and crimes against humanity (PREV2) (2016-2017)

Le témoignage du survivant en classe.

Living democracy – manuals for teachers (2009-2011)

T-Kit 7 - European Citizenship in youth work (Revised edition) (2018)

Violence reduction in schools - How to make a difference (2006)

Violence reduction in schools training pack (2009)

Back Improving well-being at school

Since well-being has many facets, improving students’ well-being in schools requires a whole-school approach, involving both teachers and parents.

Schools should provide lessons focused on the responsible use of the Internet, the need to adopt a healthy lifestyle and how to prevent or cope with health problems, in collaboration with those involved, including health and social services, local authorities and civil society organisations.  

About 60% of school students report getting very tense when they study.[ 1 ]

Just over 60% of girls and 40% boys say they feel very anxious about doing tests at school, even when they are well prepared.[ 2 ]

Over 70% of parents say they would choose to send their children to a school with below-average exam results if students were happy there.[ 3 ]

What is well-being?

Well-being is the experience of health and happiness . It includes mental and physical health, physical and emotional safety, and a feeling of belonging, sense of purpose, achievement and success.

Well-being is a broad concept and covers a range of psychological and physical abilities . Five major types of well-being are said to be:

• Emotional well-being – the ability to be resilient, manage one’s emotions and generate emotions that lead to good feelings
• Physical well-being – the ability to improve the functioning of one’s body through healthy eating and good exercise habits
• Social well-being – the ability to communicate, develop meaningful relationships with others and create one’s own emotional support network
• Workplace well-being – the ability to pursue one’s own interests, beliefs and values in order to gain meaning and happiness in life and professional enrichment
• Societal well-being – the ability to participate in an active community or culture.

Overall well-being depends on all these types of functioning to an extent.[ 4 ]

“Having meaning and purpose is integral to people’s sense of well-being. Well-being involves far more than happiness, and accomplishments go far beyond test success.”[ 5 ]

Why is well-being important at school?

Well-being is important at school because schools have an essential role to play in supporting students to make healthy lifestyle choices and understand the effects of their choices on their health and well-being . Childhood and adolescence is a critical period in the development of long-term attitudes towards personal well-being and lifestyle choices. The social and emotional skills, knowledge and behaviours that young people learn in the classroom help them build resilience and set the pattern for how they will manage their physical and mental health throughout their lives.

Schools are able to provide students with reliable information and deepen their understanding of the choices they face . They are also able to provide students with the intellectual skills required to reflect critically on these choices and on the influences that society brings to bear on them, including through peer pressure, advertising, social media and family and cultural values.

There is a direct link between well-being and academic achievement and vice versa, i.e. well-being is a crucial prerequisite for achievement and achievement is essential for well-being. Physical activity is associated with improved learning and the ability to concentrate. Strong, supportive relationships provide students with the emotional resources to step out of their intellectual ‘comfort zone’ and explore new ideas and ways of thinking, which is fundamental to educational achievement.

Well-being is also important for developing important democratic competences . Positive emotions are associated with the development of flexibility and adaptability, openness to other cultures and beliefs, self-efficacy and tolerance of ambiguity, all of which lie at the heart of the Council of Europe Reference Framework of Competences for Democratic Culture .

One of the challenges of trying to promote young people’s well-being in school is the multi-faceted nature of well-being . There are a number of different types of well-being, all of which need to be promoted to some extent to create an overall sense of well-being in a person. So, it is not possible to improve students’ well-being at school through single interventions or activities. Rather it requires the development of a ‘culture’ of well-being throughout the whole school and the active involvement of the whole staff, teaching and non-teaching, which can be difficult to achieve.

The promotion of well-being may sometimes appear to conflict with other school priorities , such as academic standards. Unreasonably high expectations, a regime of constant testing or an over-emphasis on the importance of academic performance may actually undermine student well-being.

In many cases schools do not have the freedom to make the changes to school life which might most benefit student well-being . They may have little control, for example, over formal examinations and tests, the content of curricula, the length of the school day or the physical school environment.

Nor have schools control over the many out-of-school influences on student well-being . What happens in the home and the family, local communities or social media can have as much, if not more, influence on student well-being as anything in school.

Finally, developing a sense of well-being in students is made all the more difficult when school staff themselves do not have a positive sense of well-being . Well-being at work is strongly related to stress. Stress at work is related to workload, quality of professional relationships, level of autonomy, clarity about one’s role, availability of support and the opportunity to be involved in changes which affect one’s professional life. High levels of stress can lead to demotivation, lack of job satisfaction and poor physical and mental health, which has a knock-on effect on students’ own well-being.

Addressing student well-being at school begins with helping students feel they are each known and valued as an individual in her or his own right, and that school life has a meaning and purpose for them . This can be achieved in a variety of small ways, the cumulative effect of which can have a very powerful influence on students’ sense of well-being. These include:

• providing opportunities for all members of the school community to participate in meaningful decision-making in school , e.g. through consultations, opinion surveys, referenda, electing class representatives, student parliaments, focus groups, in-class feedback on learning activities, and an element of student choice in relation to topics taught and teaching methods used;
• developing a welcoming environment where everyone at school can feel supported and safe through access to meaningful activities, e.g. clubs, societies, interest groups and associations dealing with issues of concern to young people, including health;
• taking steps to reduce the anxiety students feel about examinations and testing through the introduction of less stressful forms of assessment, e.g. formative assessment, peer assessment and involving students in the identification of their own assessment needs;
• using teaching methods that contribute to a positive classroom climate and well-being , e.g. cooperative learning, student-centred methods, self-organised time, outdoor activities;
• finding curriculum opportunities to talk about well-being issues with students , e.g. healthy eating, exercise, substance abuse, positive relationships;
• integrating democratic citizenship and education for intercultural understanding into different school subjects and extra-curricular activities , e.g. openness to other cultures in Religious Education, knowledge and critical understanding of human rights in Social Science, empathy in Literature;
• introducing student-led forms of conflict management and approaches to bullying and harassment , e.g. peer mediation, restorative justice;
• improving the physical environment of the school to make it more student-friendly, e.g. new furniture and fittings, carpeted areas, appropriate colour schemes, safe toilet areas, recreational areas;
• encouraging healthier eating by providing healthy options in the school canteen , e.g. avoiding high amounts of sugar, saturated fats and salt;
• working with parents to enhance students’ achievement and sense of purpose in school, e.g. on healthy food, safe internet use and home-school communications.

Individual initiatives like these can be brought together at the whole-school level through a policy development process which ‘mainstreams’ well-being as a school issue. This means giving attention to the potential effects of new policies on individual well-being - of students, teachers and others. Addressing student well-being at school always goes hand in hand with action to protect the health and well-being of teachers and other staff at school.

[1] OECD (2017). PISA 2015 Results (Volume III), p.40. Students’ Well-Being . Paris, France: OECD Publishing.

[3] Cowburn & Blow, ‘Wise up - Prioritising wellbeing in schools’

[4] Psychology Today , January 2019.

[5] Hargreaves & Shirley (2018), ‘Well-being and Success. Opposites that need to attract’ .

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Making children’s and students’ voices heard

Addressing controversial issues, preventing violence and bullying, dealing with propaganda, misinformation and fake news, improving well-being at school.

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Neag School of Education

Reducing racism in schools: the promise of anti-racist policies.

• by: Britney L. Jones
• September 22, 2020
• Community Engagement

Introduction

In 2020, the deaths of Ahmaud Arbery, George Floyd, Breonna Taylor, and others led to a resurgence of the Black Lives Matter movement across the nation and around the globe. The revitalization of this movement has come with increased public demand for policy change, and specific calls for anti-racist policies in schools. As a result, many educational leaders are grappling with what this means for their respective contexts, and the extent to which their school or district’s current policies measure up to public demand.

Educating and training teachers and administrators on how to enact culturally relevant and inclusive practices is one step towards eliminating racism in schools.

Educating and training teachers and administrators on how to enact culturally relevant and inclusive practices is one step towards eliminating racism in schools. Expressing a commitment to anti-racism through school policies, statements, guidelines, or codes takes these efforts a step further. Within the last decade, some schools and districts have penned their own anti-racist policies to detail the steps they are taking to disrupt racism within their locale. In this brief, I describe these policies and highlight recent initiatives aimed at eliminating racism in schools. As school and district leaders advance their own anti-racist policies and objectives, this policy brief provides guidance based on the practices of diverse districts in the U.S. and elsewhere.

Anti-Racist Policy in Schools

Anti-racist policies are usually documents drafted by a governing body and disseminated to staff, parents, and students in a particular district or school. Similar to a code of conduct, school handbook, or anti-bullying policy, the policy states the organization’s commitment to anti-racism and lays out procedures that must be followed in order to uphold the organization’s commitment to the cause of dismantling racism to create an inclusive, equity-oriented environment. Over the past decade, schools and districts, both nationally and internationally, have written and adopted policies to address racism, discrimination, and inequity in schools. U.S. districts often refer to these policies as equity policies, while in places such as the United Kingdom (U.K.), Australia, Ireland, and South Africa, similar policies are usually entitled anti-racist policies. Despite the difference in name, they often share similar objectives and features. Anti-racist and equity policies typically start with a statement of assurance that the board or governing body has considered the importance of racial equity, followed by a renunciation of discriminatory behavior within their context. Next, the document includes a definition of racism. Then, these policies describe the steps taken by the governing body to ensure equity or anti-racism.

Components of Anti-Racist Policy: Areas to Address

For this brief I examined over 25 publicly available equity or anti-racist policies from several states in the U.S. and from schools in Australia, South Africa, Ireland and the U.K. I found that most policies address racism through the lenses of:

• school environment,
• incident reporting,
• data analysis, and

After addressing these components, policies typically offer guidance or present action steps to support implementation. These include:

• providing a clear and accurate definition of racism for consumers of the policy,
• devising a plan for policy dissemination,
• appointing an anti-racist committee or point person,
• coupling equity/anti-racist policy with other school or district-wide policies, and
• partnering with external organizations.

Below I briefly describe each of these components.

School Environment: Creating an Anti-Racist/Equity-Oriented Culture and Climate

Most of the policies discuss the school environment at length. Generally, they describe ways in which school staff can create and maintain a welcoming and inclusive environment for all students. One way policies describe achieving this goal is through representation of multiple racial and ethnic backgrounds in curricula, texts, hallway displays, and digital media. They also state the importance of incorporating positive role models and discussing issues of race and diversity within classrooms and during school-wide events. Several anti-racist/equity policies advocate events focusing on diversity and empathy building, such as Friendship Week or Multicultural Week. Policies also describe building teachers’ awareness of racism and bias as a means to shift culture and climate in the school. These policies require teachers to be mindful of cultural assumptions and bias, develop racial literacy, enact cultural responsiveness, and understand their own identity. In the Anti-Racist Policy of Bure Valley School in the U.K., the authors offer specific examples of how this can be done, asserting that students “should be confident to speak, hear or read in their home language in school” and have their names “accurately recorded and correctly pronounced” by teachers (p. 2).

Reporting: Developing a System for Reporting Racial Incidents

Most policies also detail reporting requirements. Authors of these policies aim to ensure a system is in place to deal with incidents of racism and discrimination. This component often lays out a specific procedure for responding to an incident including requiring a written report, timeline for resolution, documentation of resolution, and family notification. In addition to forms for reporting, many anti-racist/equity policies require a racism logbook or place for complaints to be recorded permanently. These policies also describe ways in which schools could support students who may be victims of a racist or discriminatory act. Some policies note that support for students involved in an incident should be ongoing and coupled with psychological or mental health services. Additionally, some policies encourage schools to help students feel empowered to report incidents and develop strategies for dealing with racial conflict.

Staffing: Recruiting, Hiring, and Retaining Diverse Staff with Equity/Anti-Racist Mindsets

Many of the policies emphasize the need to recruit and retain staff members dedicated to anti-racism, and committed to providing equity-based training for new and veteran educators. In its equity statement, the Princeton Public Schools District in New Jersey states, “The goal is to attract, develop, inspire, and retain a diverse workforce within a supportive environment.” Several other schools and districts echo this sentiment within their policies by describing their efforts to diversify their staff, both in terms of demographics and beliefs. They attempt to fulfill this goal through recruitment of culturally and linguistically diverse teachers and administrators. They articulate the importance of hiring staff that mirrors the student population. Some districts or schools call for staff hiring to follow equal opportunity hiring procedures and the use of equity-oriented criteria for selection. For teachers already employed, policies name professional development and new staff training as opportunities to provide new learning around racial consciousness and inclusivity.

Data Analysis: Employing an Equity Lens to Identify Disparities and Inform Decision-Making

Several policies aim to challenge racism through race conscious data collection and review. According to these policies, “effective” review of data means testing for differences across student demographic groups in access, performance, and discipline. The Portland Public School District in Oregon suggests using data to identify and modify assessments that lead to over or under-representation of minoritized groups. For example, some policies identify focus areas such special education identification and suspension for review given the history of over-representation of students from minoritized groups in special education and among suspensions. Some state the goal of increasing the number of minoritized students enrolled in Advanced Placement courses. Others call for a closer look at how selective admissions criteria for enrollment may lead to adverse effects and the ways in which admissions testing may disadvantage students of color. Baltimore City Public Schools in Maryland states their plan to disaggregate data to “analyze trends, identify gaps, and develop racial equity priorities” (p. 4). To fulfill this objective of equity-oriented data analysis, some policies highlight the need for constant monitoring and reporting on progress towards goals.

Funding: Assessing and Allocating Funds for Equity Purposes

While undoubtedly important, funding is mentioned in only a few of the anti-racist/equity policies. Policymakers in Baltimore include the following line in their policy: “Ensure that purchasing/procurement practices provide access and economic opportunities within communities represented by students of color” (p. 4). This is one way that educational institutions can be mindful of their economic impact on the community. Schools may also decide to allot funds to ensure attainment of aforementioned objectives such as equitable hiring, staff training, and data analysis resources.

While undoubtedly important, funding is mentioned in only a few of the anti-racist/equity policies.

In sum, the policies reviewed tend to address five areas to enhance anti-racism and equity in their contexts. Creating equity-oriented objectives in the areas of school environment, incident reporting, staffing, data analysis, and funding is an important start. However, when drafting these documents, policymakers should include additional guidelines to support the implementation of anti-racist policies. Next, I describe some of the ways existing policies attempt to ensure attainment of policy objectives.

Components of Anti-Racist Policy: Process Elements to Support Implementation

Clearly and Accurately Define Racism

One way to create strong anti-racist policy is by providing a clear definition of racism to frame the policy. In addition to setting context for the policy, opening with a definition creates an opportunity to educate readers and norm on the school or district’s understanding of racism. Such definitions vary across policies. Some of the international anti-racist policies begin by distinguishing between personal and institutional racism and offer clear definitions for each. For example, in the U.K. the Truro School’s Anti-Racist policy relies on a definition from The Stephen Lawrence Inquiry Report, which states that institutional racism is “the collective failure of an organisation to 
provide an appropriate and professional service to people because of their colour, culture or ethnic origin.” The policy continues: “when a child is subject to racist bullying or harassment, their behaviour and attainment are likely to be affected; if the behaviour is treated in isolation without taking into consideration the issues and effects of racism, this can be described as institutional racism. The racist element must be explicitly recognised and dealt with” (p. 2). This definition is provided before any other components of the policy are explained. Policymakers should consider how their context defines equity and racism before laying out a plan to address these issues. Consumers of anti-racist policy may be better equipped to follow subsequent guidelines if they have a foundational understanding of the problem and the purpose of the policy.

Policy Dissemination

The second way policymakers intend to make these policies come alive is through a plan for dissemination. Many policies are available online, on the school or district website. Other strategies for distribution include a physical copy in a designated location such as a school’s main office and inclusion in student and staff handbooks. One district states that a summary of the policy will be included in students’ yearly planners. Other ideas for dissemination include public displays in prominent areas of the school, placement in newsletters, and discussions during assemblies. Importantly, several anti-racist/equity policies name all parties that should review the policy, including staff, parents, students, contractors, service provides, and any other school visitors.  

  Appointing a Committee or Point-Person

The third way policymakers support implementation of these policies is by putting an individual or group in charge of monitoring the school’s progress towards goals. In some cases this is the superintendent or another school leader; in other contexts, an equity committee is charged with this responsibility. For example, in Shaker Heights, Ohio there is an equity task force made up of 11 educators, nine community members, and two students. In general, the governing body or individual is required to report to the school board, make recommendations based on data, promote alignment between equity and other goals, present tools or resources, and ensure compliance with state and federal laws. Most policies describe the need for an annual report or review as part of their action plan.

Coupling Anti-Racist/Equity Policies with Other School Policies

A fourth way to promote accountability and adherence to anti-racist/equity policy is by associating it with other school policies, especially those that are well established. Most of the policies reviewed for this brief are linked to other policies focusing on topics such as: discipline, behavior, anti-bullying, school safety, the staff code of conduct, and the student code of conduct. Several anti-racist/equity policies identify their relationship to standards and curriculum and federal laws regarding race and discrimination. Attaching these policies to existing initiatives helps to integrate them into the organizational fabric of these educational institutions.

Partnering with External Organizations

Finally, to support implementation of anti-racist policy, schools and districts should seek guidance from organizations already committed to anti-racist work. Several policies name equity-based or anti-racist organizations with which they were affiliated. This is an important component because it lessens the burden on educational systems to deal with complex issues of race and equity on their own and presents the opportunity to rely on the expertise of government agencies, universities, community organizations, research organizations, and anti-racist nonprofits. This can also facilitate and strengthen relationships between schools and communities.

A Promising Example

As mentioned above, many of the existing anti-racist and equity policies were drafted after 2010. Yet, recent events and the current sociopolitical climate signal the need to revisit and strengthen these policies. One district has done just this. In June 2020, the Indianapolis Public School District in Indiana, led by superintendent Aleesia Johnson, unanimously adopted a new Racial Equity Policy and publicly affirmed that Black lives matter in a resolution. Resolution No. 7861 and Board Policy 1619 – Racial Equity Mindset, Commitment, and Actions comes at a time when the momentum of the Black Lives Matter movement is palpable. This district is demonstrating how to use policy, first, to take responsibility for systemic failure to adequately support Black and Brown students in the past, and, second, to plan for a better future.

In June 2020, the Indianapolis Public School District in Indiana, led by superintendent Aleesia Johnson, unanimously adopted a new Racial Equity Policy and publicly affirmed that Black lives matter in a resolution. Resolution No. 7861 and Board Policy 1619 – Racial Equity Mindset, Commitment, and Actions comes at a time when the momentum of the Black Lives Matter movement is palpable.

With this new policy, the Indianapolis Public School District details specific action steps to increase racial equity. These include:

• partnership with the Racial Equity Institute (which helps organizations challenge systems of power and increase equity);
• restructuring, reducing, and auditing police presence and practices in schools;
• implementing a Supplier Diversity Policy with the aim of supporting local businesses (particularly those owned by women, people of color, and veterans);
• creating school-based equity teams for data analysis;
• increasing the recruitment and retention of Black staff;
• ensuring equitable enrollment across school types;
• shifting the budget to be more student centered and allocating funds to aid schools demonstrating the highest need; and
• considering how housing segregation impacts school choice and limiting boundaries to school access in the enrollment process.

We can all learn from this policy, with its high level of detail alongside the very public commitment by the board and superintendent. Not only does this new policy incorporate many of the aforementioned components such as commitment to reform in the areas of funding, data analysis, and school environment, the Indianapolis Public School (IPS) District has also developed strong plans to support its implementation. The district has partnered with the Racial Equity Institute to refine goals and train staff. IPS also signals the importance of considering other areas of anti-racist policy reform such as police presence in schools, and recognizing Juneteenth as a district holiday. It is also worthwhile to note that the IPS district acted swiftly by moving up the release of this new policy (initially set to be released later in the summer) to respond to recent acts of racism and injustice in the national news. Other districts around the country should follow IPS’s lead.

Recommendations for Creating Anti-Racist Policies

The components of existing equity/anti-racist education policies described above provide a general understanding of what these policies should include: equity-oriented objectives for school climate, incident reporting, staffing, data analysis, and funding. The creators of these policies should also consider providing a clear definition of racism, laying out a plan regarding how to communicate the objectives of the policy to the broader community, specifying the individual(s) who will oversee policy implementation, identifying the connections between anti-racist policy and other school policies, and outlining how to leverage partnerships with external organizations committed to increasing equity.

In addition to these components, I share two additional suggestions for those drafting anti-racist policy. The first addresses the accessibility of anti-racist policy and associated tools or resources. The second deals with attention to the personal and interpersonal work that must be done to implement anti-racist policy. I describe each in further detail below.

Accessibility

Several schools and districts made their policies and equity tools easily accessible to staff and the public alike. Having materials and policies readily available increases the likelihood that teachers and school leaders have access to and use resources. It also creates a more collegial environment as other schools and districts attempt to create their own anti-racist policies. For example, the Minneapolis Public School District in Minnesota shares an Equity and Diversity Impact Assessment tool on their website, and the Jefferson County Public School District in Louisville, Kentucky publicly shares their tools for equity analysis. Rather than reinventing tools, other districts may choose to cite and borrow from such existing assessments. The Shaker Heights, Ohio School District website provides a link to an equity resources page with suggested reading and links to equity-oriented organizations, while the Indianapolis Public Schools website has a link to its  “Say Their Names” toolkit “to help foster productive conversations about race and civil disobedience.” Links to these sorts of additional resources, readings, and campaigns offer helpful guidance as schools and districts across the country, and beyond, attempt to strengthen their anti-racist efforts.

Attention to the Personal and Interpersonal Work of Anti-Racist Policy Implementation

Districts and schools seeking to advance anti-racism and equity can attend to the aforementioned components to create effective policy. However, they must also consider the deeply personal work that is required alongside anti-racist reform. Many of these policies ask school staff to interrogate their own biases, positions of power, and privilege. The extent to which these types of personal reflection are encouraged and occur contextualizes policy implementation. Based on a study done with schools in California, the Stanford Center for Opportunity Policy in Education identified characteristics of schools with a record of narrowing the impact of racism and inequity. The authors stress the need for equity-oriented school leaders to guide staff and high levels of trust among members of the school community. This report highlights the need to consider the ways in which school-level features and interactions matter for the implementation of anti-racist or equity policy. Thus, in addition to focusing on the components within anti-racist or equity policies, we must also consider the characteristics and dispositions associated with positive change and increased student performance at the school and district level.

Some districts have supported educators in engaging in the vital personal and interpersonal work necessary to advance anti-racism and equity. Pat Savage-Williams, president of Evanston Township Board of Education in Illinois, shares advice for fellow board members looking to challenge racial inequity. In her article posted on the school board website , she promotes many of the components described in this brief, such as being data informed, using school budgets to limit disparities, and developing external partnerships. Additionally, she suggests that board members be willing to undergo a personal journey of reflection and understanding to expand their knowledge of racial issues, and should “expect opposition.” This example underscores the work that must be done on an individual and interpersonal level to make these policies come alive.

This policy described the topics addressed in anti-racist schooling policies and outlined the shifts educational leaders are making to strengthen and clarify not only their policies, but also their personal stance on racism and equity.Policymakers must consider how they define racism, the objectives of anti-racist policy, and how to make the policy actionable. After creating and revising anti-racist policies, policymakers must also consider the characteristics of the school community in which these documents will live. Following these steps can lead to policy changes that interrupt the status quo. As students and communities demand change, educational institutions must consider how they will respond and whether that response disrupts or facilitates systems of inequity.  

Britney L. Jones is a doctoral candidate in the Learning, Leadership, and Education Policy program at the University of Connecticut’s Neag School of Education. Her research interests include culturally relevant and inclusive practices in K-12 contexts with a focus on teachers’ sociopolitical consciousness. Her doctoral work follows a BA in education studies and an MA in elementary teaching, both from Brown University. Britney also worked previously as a fourth-grade teacher and science curriculum developer. For more information, contact [email protected] .

CEPA is a research center based at the Neag School that seeks to inform educational leaders and policymakers on issues related to the development, implementation, and consequences of education policies.  Learn more about CEPA at  cepare.uconn.edu . Access the original PDF of this issue brief (including the complete Appendix).

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Addressing Racist Microaggressions

By  Macy Wilson

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For most of my younger years, I was known as a kid who did well in school and liked to read. Despite living in a rural and homogenous area, I was never “othered” at school because of my racial and ethnic identities. I took women’s studies courses in college, wherein I began to learn the importance of various social identities and the intentional work that is needed to create and maintain inclusive spaces for everyone. I chose my graduate school because of its commitment to diversity, but I naïvely assumed that it would be a focal point of the majority of my classroom and applied clinical experiences.

As a cisgender woman who belongs to the LGBTQ community and identifies as black and Chicana, affirming diverse identities is important to me. I remember how, during my first year of graduate school, every student was required to take two diversity courses. During that time, I learned about Pamela Hays’s ADDRESSING model , which provides a framework for acknowledging and assessing clients holistically. Yet, in the subsequent courses I took, diversity was only vaguely referenced, with the exception of fellow students making a point to interject a distinct perspective.

I found that discouraging but was fortunate in having a practicum supervisor who intentionally integrated cultural aspects into our discussions about my clients. I also tried my best to surround myself with like-minded colleagues who appreciated the importance of diversity in all its forms.

My first encounter with explicit racism in a professional setting was at my second practicum site. The first unit to which I was assigned closed, forcing me to choose another unit to complete the remainder of my practicum experience. The deciding factor in choosing the second unit was that a close friend and colleague who conceptualized clients similarly to me also worked there. She seemed to enjoy her work with the clients, but she had occasionally shared her grievances about the unit supervisor (a white male) to me. I went to the unit with all of my academic and clinical knowledge, ready to create positive working relationships with my new team. However, it seemed that not everyone shared this perspective of openness and collegiality, particularly the unit supervisor.

Upon my arrival, and over the course of a month and a half, the unit supervisor never spoke to me. Initially, I excused his behavior as a consequence of him being busy, just not seeing me, or maybe that I failed to greet him loudly enough to hear and see me. But I was also beginning to feel resentful because I was consistently being ignored.

One day, my friend and colleague (a black woman) and I were sitting in a room with two white women while our clients were in groups. The supervisor stopped by and greeted the white women before returning to his office, as if my colleague and I were not even present. I later realized that I was not on the supervisor’s list for team emails, and I was missing important updates on my clients. I sent an email to request to be added to the list, our first correspondence ever, occurring nearly two months after me joining the unit.

So, I decided to test things: I made up my mind that I would see the supervisor in passing and greet him loudly so there was no doubt he could hear me. I did this, and called him by name with a smile as I passed. He still ignored me. As he continued to walk, he spoke to a white woman who was walking in the same direction as me. At that point, I realized his behavior was not simply a figment of my imagination. Rather, it had to be racism.

I pride myself on my assertiveness in school and the workplace, and I took comfort in the transparency of the supervisory relationship with my clinical supervisor. During one of our sessions, I decided to confide in him about the way that things had transpired between the unit supervisor and me. I shared the aforementioned examples. As I spoke, my supervisor seemed uncomfortable. So, I proceeded cautiously with my next statement: “I’m not calling him racist, but the way I have been treated feels like racism.” My supervisor responded hesitantly and noted that he had heard another person mention the “microaggressions” from other staff on the unit. As he continued to skirt around the issue, I felt frustrated with sharing my experience because he invalidated it by using a term to, essentially, soften the blow -- and he did not offer a course for resolution; instead, I offered my own.

When therapy is concerned, I always say, “It is not the responsibility of the client to educate the therapist.” I feel similarly when issues concerning various -isms are involved: it is not the responsibility of the oppressed to educate the oppressors. Yet that often ends up being the case.

Even in professional and academic spheres, the narratives of the oppressed are frequently excluded and replaced with generic (read: privileged) accounts, placing the onus on marginalized people to inform the privileged about their experiences. Similarly, when the narratives of the oppressed are included, there are many instances wherein the true struggle of oppression is glossed over in efforts to protect the feelings of those who may not empathize with the oppressed group. In a place where I assumed that my concerns would be validated and that my supervisor would advocate for and with me, I was disappointed by his passivity and efforts to sugarcoat what was obviously racism. I had colleagues who validated my experience and shared their own, but it is extremely difficult to change things for the better without those in positions of power on your side.

As I reflect on the courses I was taking during that time, none of them seemed especially appropriate for me to share these experiences of racist behavior. Many colleges and universities pride themselves on their commitment to diversity, yet that commitment often seems to be superficial. When course work focuses on specific examples that regularly showcase white, heterosexual, able-bodied individuals, the narratives of people of color, people who are disabled, LGBTQ people and so many more are dismissed and “othered” in the process.

I firmly believe that it is necessary for classes and academic spheres to provide intentional spaces for reflections on various systems of oppression, whether that be through case material, personal anecdotes from students or readings that consistently address multicultural issues. It is not enough to have two obligatory courses devoted to diversity while using a blanket approach for other courses .

As students and professors in higher education, we are called to do the work of inclusivity, particularly in academic settings so that it is more easily integrated within our respective spaces in the community. That is not to dismiss the difficult nature of intentional inclusivity, though, as it is hard work. We can only achieve goals of inclusiveness and anti-racism by continually challenging ourselves to learn more, by consistently applying and sharing our new knowledge, and through inviting others to share their personal experiences in safe and validating spaces .

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618 Thought-provoking Discrimination Essay Ideas & Examples

📜 history of discrimination & essay writing tips, 🏆 best discrimination topic ideas & essay examples, 🥇 most interesting discrimination topics to write about, ⚡ shocking discrimination essay examples, 🎓 good discrimination research topic ideas, 📌 discrimination speech topics and prompts, 📝 simple & easy discrimination topics for essay, ❓discrimination research paper question.

Discrimination essays are an essential part of historical and social sciences because of the influence of the practice on past and current humanity. In this article we will reveal the brief lookback to the history of discrimination and its causes, and provide a list of discrimination topics for essay, as well as paper examples on gender, disability, and racial inequality.

Past practices such as slavery were a result of discriminatory racist beliefs, and it took a long time for African Americans to be acknowledged as equal under law to other races.

Even then, the school of thought was not eradicated, and ethnic minorities as well as women would be oppressed by segregation and unequal opportunities until the emergence of the civil rights movement in the second half of the 20th century.

Even today, discriminatory practices arguably continue, and the debate around their existence draws considerable attention. You can use any of these topics to write an outstanding essay by following the guidelines below.

Discussions of slavery as a form of discrimination will usually be historic in nature, as they will discuss the practice as applied in the United States and other countries in the same region, but the notion offers discrimination essay topics for periods including modernity.

Before the Civil War, many people believed that black people were inferior to whites in some way, possibly due to the disparity between the advancement of African and European civilizations.

As such, even free black people would undergo harassment and risk being enslaved again if they did not leave for a territory that did not have the practice. The topic has been well researched, and so you can and should the wealth of information available to paint an accurate picture.

Even after the abolition of slavery, discriminatory views and practices persisted in many places. Examples included segregation practices where black people would be confined to ghettos and not allowed to visit various institutions.

The civil rights movement arose in the 1960s aimed to right that injustice, but eventually expanded to encompass more marginalized groups, such as women. Gender bias was prevalent at the time, with women being seen as housewives who could not work as well as men.

The success of the feminist message changed that perception and enabled women to choose their life freely. The various efforts and successes of the movement can provide you with ideas for an interesting work.

Ultimately, discrimination is being called out to this day, though many people hold the opinion that it has been mostly or completely eliminated in most advanced countries.

Nevertheless, many modern industries are affected by claims of faults such as gender discrimination, expressed as phenomena such as disproportionate hiring of males or a disparity in earnings between the sexes.

Other instances of modern discrimination are more concrete, such as the severe punishments for homosexuality practiced in some Muslim countries to this day. Humanity is still not entirely equal, and to progress towards that goal, we must identify and address issues.

Here are some additional tips that will improve the general quality of your essay:

• Surround your discrimination essay body with an introduction and a conclusion. The former describes the topic and provides the reader with a thesis that names the central idea of the essay. The latter sums up the essay and provides some closing words.
• Separate different sections of your paper with titles that identify their topics. This practice improves the essay’s structure and appearance, making it easier for the reader to navigate it, especially if you use well-designed discrimination essay titles.

Find excellent discrimination essay examples and other useful samples for your work on IvyPanda!

• A Personal Experience of Discrimination It was then that I experience ostracism and discrimination in the hands of the joyous Parisians. My friends had always praised the shopping district in Paris and I finally had a chance to witness the […]
• Causes of Discrimination in Society The main causes of discrimination are racial prejudices, gender, national and religious stereotypes, social categorization, and sexual orientation. Racial profiling is one of the vivid examples of racial discrimination and racial prejudices.
• Bipolar Disorder in the Muslim and Discrimination of People With This Mental Illness However, the largest proportion of Muslims believes that there is a significant association of mental illnesses like bipolar disorder and evil spirits.
• The Problem of Racism in Brazilian Football Skidmore describes it as the relationships that could result into conflict and consciousness and determination of the people’s status in a community or a particular group. In football, racism damages pride of the players and […]
• Gender Discrimination in the Workplace Essay This essay will document gender bias and gender discrimination in the context of social and physical and the social confines of the work place that is experienced at work in the context of United States […]
• Was Ernest Hemingway a Misogynist? A Sexism Hemingway does not hide the uselessness of Wilson in the eyes of Margot; she only uses him as a toy, and even after they have sex Hemingway still questions it.
• BMW Group’s Pricing Strategy and Discrimination Therefore, the company makes use of this strategy to leverage its products in the market. This strategy is commonly used before the launch of a new product.
• Social Class Discrimination In this paper, I analyze three articles on social class and inequality to find out whether the authors’ views agree with mine on the negative attitudes towards the poor by the middle class and the […]
• Discrimination Causes, Effects and Types As shown in the above definition, discrimination is unjust because it involves classifying a given group of people based on characteristics that make them look unfit to be part of the rest of the group.
• Age Discrimination at the Workplace The first step to preventing age discrimination in a company is for the management to understand the meaning of age discrimination and its effects on the company.
• Sociology: Prejudice and Discrimination in India The Dalits and the Adivasis and other classes of Indian Society are pursuing the erasure of the age old caste system with the new Indian socialist revolution.
• Racism and Motherhood Themes in Grimke’s “Rachel” In addition, her mother kept the cause of the deaths of Rachel’s father and brother secret. In essence, the play Rachel is educative and addresses some of the challenges people face in society.
• Discrimination. Unequal or Unfair Treatment of Individuals Discrimination is a social determinant of health and is a form of stressor experienced by communities of color and minorities in different parts of the world.
• Racism and Discrimination as Social Constructs This is because the concept of race has a negative connotation in the society. For example in some societies, especially the western society; the concept of race implies un-fair treatment and discrimination of a particular […]
• Racial Discrimination Effects in Coming of Age in Mississippi by Anne Moody The vivid description of events from the beginning gives the reader a clear picture of a girl who was born in problems and in spite of her intelligence she always became a victim of circumstances.
• When Men Experience Sexism Article by Berlatsky From the article, we note how the author provides concrete instances of how the male population had suffered sexism by themselves and societal stereotypes from the beginning of history, partially implying that the culprits of […]
• Discrimination as Part of Society Thus, the authors focus on the analytical analysis of any phenomenon of discrimination: the study of social, historical, political, and other aspects that have an impact on the growth of oppression of certain groups.
• Sex Workers: Discrimination and Criminalization The essay looks at the problem of discrimination against sex workers and the criminalization of sex work and highlights efforts that have been made towards decriminalization of the activity.
• Discrimination and Prejudice Comparison Discrimination is the negative behavior or action toward a person on the accounts of their sexual orientation, race, or social class; it is the expression of prejudice and may lead to harming an individual.
• Racism and Gender in Beyoncé’s Lemonade The album Lemonade by an American singer Beyonce is one of the brightest examples when an artist portrays the elements of her culture in her music. Along with music videos, the album features a number […]
• Prejudice and Discrimination Among Students The goal of this study is to investigate the peculiarities of prejudicial and discriminatory treatment among students and explain their correlation with anxiety and depression.
• Prejudice and Discrimination What I can say about myself is that being in a group while studying the nature of bias and discrimination was a useful experience.
• Accent Discrimination and the Harmful Effects The learners of English as a second language have been greatly affected because of the discrimination faced from other individuals because of the difference in pronunciation.
• Discrimination at Publix Incorporation Despite the claim by the management of Publix Incorporation that the firm is committed to ensuring non-discrimination; the firm has not effectively implemented policies aimed at abating discrimination.
• Workplace Discrimination: Impact of Family-Friendly Policies There is a reduction in the number of compulsory working hours, allowing employees more time to spend with their families and children.
• Systemic Racism and Discrimination Thus, exploring the concept of race from a sociological perspective emphasizes the initial aspect of inequality in the foundation of the concept and provides valuable insight into the reasons of racial discrimination in modern society.
• The Fashion Industry: Discrimination Case To conclude, although the fashion industry seeks to contribute to cultural and ethnic sustainability, there are some issues that require discussion.
• Racism and Sexism as a Threat Women suffer from sexism, people of color are affected by racism, and women of color are victims of both phenomena. Prejudices spread in families, communities, and are difficult to break down as they become part […]
• Social Construction of Race and Racism Although ‘race’ as a description of the physical condition probably dates back to the dawn of the human species, most scholars agree that it was primarily through European expansion in the 16th to the 19th […]
• Anthem by Ayn Rand: Discrimination Theme In the book, the theme of liberty is presented as the opposite of discrimination, and there is a category representing liberty in this book.
• Racial Discrimination at the Workplace The main change that is discussed in this essay is the introduction of legislation that will see the creation of a special authority that is aimed at guaranteeing the freedom of all workers at the […]
• The Challenges of Racism Influential for the Life of Frederick Douglass and Barack Obama However, Douglass became an influential anti-slavery and human rights activist because in the early childhood he learnt the power of education to fight inequality with the help of his literary and public speaking skills to […]
• Discrimination in School Based on the data in this case, describe the behaviour of the students in this class The children’s behaviour displays racial discrimination owing to their treatment of the new coloured student in class.
• Discrimination: Chalmers v. Tulon Company of Richmond Chalmers, a devoted Christian, saw it her duty to share her Lord’s gospel, and thought it her duty to inform her coworkers of their “improper conduct” in the face of God.
• Ableism: Bias Against People With Disabilities People concerned with rights advocacy ought to ensure a facilitated awareness of the distressing impacts of ableism through the inclusion of the subject in private and public discussions.
• Sexism: Gender, Class and Power In the workplace, women often complain of the general assumption that men are more qualified and knowledgeable compared to women. In some societies, the fact that women are made to change their surname when they […]
• AIDS Discrimination in “Philadelphia” (1993) by Jonathan Demme “Philadelphia” is the film that appeared on the screens at the end of the 20th century. He is a lawyer, who copes with his duties easily and is known as one of the best professionals.
• Discrimination and Affirmative Action This fact explains why every society should use affirmative action in order to support the rights of its people. In conclusion, affirmative action is a reliable program that can deal with the dangers of discrimination.
• Is Troy Maxson (Wilson’s Fences) a Victim of Racism? As a black American, Troy’s childhood experiences have been passed on to his children, making him a victim of an oppressive culture. Therefore, this makes Troy a victim of racism and culture, contributing to his […]
• Racism and Intolerance: The 1921 Tulsa Race Massacre The 1921 Tulsa Race Massacre: Crafting a Legacy by Messer elaborates on the legacy of the event and its repercussions and offers a profound analysis of the issue, which strengthened my focus of the research.
• Discussion of Language Discrimination Moreover, while Kina preferred to be silent in front of lawyers and solicitors, Daisy Li could speak up on the matter even with her “broken” English.
• Racial Discrimination in “A Raisin in the Sun” Racial discrimination is the main theme of the book, strongly reflecting the situation that prevailed during the 1950s in the United States, a time when the story’s Younger family lived in Chicago’s South Side ghetto.
• Discrimination in Education and Unfair Admission The significance of equality in education is due to the natural development of society and the transition to a civilized order, where any manifestations of bias for various reasons are unacceptable.
• Sexism, Racism, Ableism, Ageism, Classism The absurdity and blatant sexism of this issue made me angry at how the United States is unable to resolve and overcome the lack of gender equality.
• Prejudice and Discrimination in Policing For instance, racial profiling often results in misjudging the level of danger of encounter based on the race of the perpetrator.
• Bias and Discrimination in Early Childhood Care Centers One of the white children in John’s classroom asks one of the black children why his skin is so dirty for the whole class to hear.
• Religious Discrimination in the Workplace It is necessary for the organization’s management to make decisions that are rational and logical so as to ensure that some members of a group do not feel excluded just because they do not belong […]
• Sexism in the English Language Issue The degree of sexism in the attitude of the speaker while using English is also indicative of the cultural differences in attitude towards sexism in language.
• Sexism in the English Language The significance of Piercey’s discussion is the attempts to prove the idea that the English language is sexist in the nature, thus, the topic of the gender inequality is discussed with references to the linguistic […]
• Coca-Cola Discrimination Issues Therefore, the essay discusses the discrimination issues raised by four African-Americans that led to a lawsuit, examines actions that would have prevented or minimized the lawsuit, and considers the company’s structural and human resource perspectives […]
• Gender-Based Discrimination in the Workplace In order to give a good account of the effects of gender-based discrimination against women, this paper examines the space of women in the automotive engineering industry.
• The Anatomy of Scientific Racism: Racialist Responses to Black Athletic Achievement Miller is of the view that it is the white scholars that are responsible for impeding the success of black athletes and performers.
• Contrast Between Tituba and John Indian and Countering Racism The declaration suggests that Conde believed the story of Tituba’s maltreatment needed to be told to expose the truth she had been denied due to her skin color and gender.
• Gender Discrimination and Shared Responsibility Therefore, it is of great importance to address the mentioned challenge, and one of the solutions lays in the education of women.
• Gender Discrimination in History and Nowadays In literature, especially in the works of Greek philosophers, there is a striking discrepancy in the perceptions of women’s place and homosexuality. Women were regarded as the devil’s seed, and the criteria to classify a […]
• From “Scientific” Racism to Local Histories of Lynching Both chapters serve as a premise to the following arguments in the book, arguing that White power is still dominant in the contemporary world, and give context to the broader scale of oppression worldwide.
• Racism: De Brahm’s Map and the Casta Paintings However, De Brahm’s map is one of the most striking pieces of evidence of the conquest of space and the entrenchment of the idea of land and people as titular property.
• Racism and Inequality in Society The idea of race as a social construct is examined in the first episode of the documentary series “The Power of an Illusion”.
• Anti-Racism: Marginalization and Exclusion in Healthcare This essay examines the course’s impact and the concepts of marginalization and exclusion in healthcare. Marginalization is a concept that has profoundly influenced the understanding of race and racism in healthcare.
• Workplace Discrimination: Types and Regulations In the 1970s and the 1990s, disability rights evolved with the introduction of the Rehabilitation Act and the Americans with Disabilities Act.
• The Issue of Racism in the United States The entire history of the United States is permeated with the evolution of the ideas of racism. Turning to history, we can see that the U.S.moved from slavery to using the Black population to solve […]
• History of Racial Discrimination in Haiti and America The choice of topic, racial discrimination in Haiti and America, was influenced by beliefs, values, and assumptions emphasizing the importance of equality and justice for all races.
• Racism and History of Discrimination As a result, advocacy should be aimed at creating new models in criminal justice that will ensure the protection of all minority groups and due process.
• Racial Discrimination and Color Blindness Of the three ideologies, racial harmony is considered the most appropriate for coping with problems of racism and racial injustice due to various reasons.
• Race, Racism, and Dangers of Race Thinking While it is true that some forms of race thinking can be used to justify and perpetuate racism, it is not necessarily the case that all forms of race thinking are inherently racist. Race thinking […]
• LGBTQ+ (Queer) Military Discrimination in Healthcare Furthermore, the subject is relevant to the field of psychology as the current phenomenon examines discrimination in healthcare both from the psychological outcomes experienced by veterans as well as the perception of LGBTQ+ patients through […]
• Racial Discrimination in American Literature In this way, the author denies the difference between people of color and whites and, therefore, the concept of racism in general.
• Discrimination at Work and Persistent Poverty While discrimination remains contributing to persistent poverty, organizations may benefit from blind hiring, an inclusive and accepting culture, and visible leadership to ensure efficient diversity management on a long-term basis. In conclusion, discrimination remains a […]
• Racism in the US: Settler Imperialism They prove that colonial imperialism is a structure, not a contextual phenomenon and that, as such, it propagates the marginalization of native people.
• Why Empathy in Racism Should Be Avoided Empathy is the capacity to comprehend and experience the emotions and ideas of others. Moreover, empathic emotions are essential to social and interpersonal life since they allow individuals to adapt their cognitive processes to their […]
• Discrimination Against African-American Patients The study results are inconsistent due to the selected approach and limited sample size. The study focused on the personal experiences of a small local group of African-American patients, primarily elderly females, not allowing for […]
• Racial Discrimination in High Education This peer-reviewed scholar article was found in the JSTOR database through entering key words “race affirmative action” and marking the publication period between 2017 and 2022.
• Discrimination Against Survivors of Canada’s Indian Residential Schools According to Schwetizer, such institutions were characterized by poor conditions, heavy workloads, and the oppression of cultural attributes, through the use of which the government expected to adapt the aboriginal people to society’s standards.
• Social Sciences: Racism Through Different Lenses A thorough analysis of diversity adds value to social interactions by informing human behavior through a deeper understanding of racism and its impacts on society. Using the humanities lens leads to a better understanding of […]
• Successful Bias Lawsuits: Texas Company in Employment Discrimination Case The allegation was filed by the Department of Labor’s office in 2020, after the evidence indicated a shortfall of black and Asian employees at the company.
• Racial Discrimination in Dormitory Discrimination is considered to be behavior that restricts the rights and freedoms of the individual. Therefore, it is essential to investigate discrimination in dormitories and propose solutions to this problem, such as disseminating knowledge about […]
• Racism and Its Impact on Populations and Society The ignorance of many individuals about other people’s cultures and ethnicities is one of the causes of racism. One can examine the various components of society and how they relate to the issue of racism […]
• Eliminating Discrimination: Poems From “Counting Descent” by Clint Smith The poems illustrated how the world is passed, what the ocean said to the black boy, and what the cicada said to the black boy.
• Institutionalized Racism and Individualistic Racism Excellent examples of individualistic racism include the belief in white supremacy, racial jokes, employment discrimination, and personal prejudices against black people. Overall, institutionalized and individualistic racism is a perversive issue that affects racial relations in […]
• Community Engagement with Racism To enhance the population’s degree of involvement in racism, the study calls for collaboration; this can be seen as a community effort to foster a sense of teamwork.
• LGBT Discrimination Research Prospects: An Analysis The aim of this assignment is to summarize the research that has been done on LGBT discrimination, particularly in the workplace and during the recruiting process.
• Discrimination Against the Elderly Population in the Medical Field The first week I was preoccupied, being my first time interacting with the older patients and also the fact that it was my first week and I was just getting used to the environment.
• The Pricing Policy of Price Discrimination The equilibrium price of a commodity from the point of view of a free market is formed at the intersection of supply and demand, which fluctuates depending on many factors.
• Racism Detection with Implicit Association Test Racial bias is deeply rooted in human society and propelled by norms and stereotypic ideologies that lead to implicit bias and the unfair treatment of minority groups.
• The Age Discrimination in Employment Act The law ADEA, which stands for The Age Discrimination in Employment Act, exhausts assumptions or beliefs that age affects a person’s ability to work.
• Identity and Belonging: Racism and Ethnicity In the documentary Afro Germany – Being Black and German, several individuals share their stories of feeling mistreated and excluded because of their skin color.
• Policies to Eliminate Racial Disparities and Discrimination The solution to exclusion is to build social inclusion in the classroom and within the school by encouraging peer acceptance, cross-group friendships, and built-in prevention.
• Living With HIV: Stigma and Discrimination The mental health and emotional well-being of the population living with this virus are affected due to the humiliation and judgment they face from their fellows around them.
• Causes, Facilitators, and Solutions to Racism These theories suggest that racism serves a particular function in society, occurs due to the interactions of individuals from dominant groups, and results from a human culture of prejudice and discrimination.
• Racial Discrimination and Justice in Education An example is the complaint of the parents of one of the black students that, during the passage of civilizations, the Greeks, Romans, and Incas were discussed in the lessons, but nothing was said about […]
• Empathy and Racism in Stockett’s The Help and Li’s To Kill a Mockingbird To start with, the first approach to racism and promoting empathy is to confront prevalent discrimination and racism, which was often shown in The Help. Another solution to racism and the possibility of promoting empathy […]
• Discrimination in the US Healthcare Sector More than 70% of those who buy insurance plans via the exchanges are also estimated to be entitled to tax credits, which will further lower their rates in addition to the lower premiums.
• Racism in the Healthcare Sector In 2020, the cases and instances of racism in healthcare rose by 16% from 2018; there were notable instances of racism in various spheres of health. 9% of blacks have been protected from discrimination and […]
• The Airline Industry: Sex Discrimination Although some females and males are fighting these stereotypes, there has been a culture in the airline industry to give females the flight attendant jobs and males the piloting jobs. Similarly, the roles of male […]
• Individual and Structural Discrimination Toward LGBT (Queer) Military Personnel Consequently, LGBT military personnel are potentially even more vulnerable to mental health issues due to the combined stress of being LGBT and being in the military.
• Racism in Healthcare and Education The mission should emphasize that it promotes diversity and equality of all students and seeks to eliminate racial bias. It is necessary to modify the mission to include the concept of inclusiveness and equality.
• Equal Opportunity and Discrimination Thus, if a female individual feels denied a job opportunity due to the employer’s attitude to her possible pregnancy, she can apply to the Equal employment opportunity commission and ask for an investigation. EO serves […]
• Institutional Racism in the Workplace Despite countless efforts to offer African-Americans the same rights and opportunities as Whites, the situation cannot be resolved due to the emergence of new factors and challenges.
• Racism in Education in the United States Such racial disparities in the educational workforce confirm the problem of structural racism and barrier to implementing diversity in higher medical education. Structural racism has a long history and continues to affect the growth of […]
• Individuals With Disabilities: Prejudice and Discrimination I researched that people with persistent medical or physical disorders, such as cerebral palsy or multiple sclerosis, who have speech, articulation, or communication impairments, for example, are sometimes seen as having an intellectual deficiency. Corey […]
• Rhetoric in Obama’s 2008 Speech on Racism When the audience became excited, it was Obama’s responsibility to convey his message in a more accessible form. To conclude, Obama’s speech in 2008 facilitated his election as the first African American President in history.
• How to Talk to Children About Racism The text begins by referring to recent events that were related to race-based discrimination and hatred, such as the murder of George Floyd and the protests dedicated to the matter.
• Care for Real: Racism and Food Insecurity Care for Real relies on the generosity of residents, donation campaigns, and business owners to collect and deliver these supplies. The research article discusses some of the factors that contribute to the creation of racism […]
• Racism Towards Just and Holistic Health Therefore, the critical content of the event was to determine the steps covered so far in the fight for racial equality in the provision of care and what can be done to improve the status […]
• Discrimination Culture in Saudi Oil and Gas Sector The purpose of this paper is to inspect the interrelationship between the organizational culture and discrimination in the O&G sector in Saudi Arabia.
• LGBTQ+ Families: Discrimination and Challenges The family model directly affects the social status of family members and the well-being of children. LGBTQ+ families’ wealth level is lower than that of families in the neighborhood due to labor discrimination.
• Public Discrimination Based on the Status of Vaccination from COVID-19 It should be noted that COVID-19 is not a rare or exotic disease, but the rapid spread of this infection from the Chinese city of Wuhan led to the dramatic assignment of pandemic status to […]
• LGBTQ Members: Discrimination and Stigmatization What remains unclear from the reading is the notion that before the 1990s, people from the middle class expressed abiding and strong desires to be acknowledged as “the other sex”.
• The Racism Problem and Its Relevance The images demonstrate how deeply racism is rooted in our society and the role the media plays in spreading and combating racism.
• Gender Discrimination in Public Administration The subject of the dispute and the statement of claim was the vacancy of a traffic controller, which was initially offered to Johnson, but then, as part of the program, the place was given to […]
• How to Overcome Poverty and Discrimination As such, to give a chance to the “defeated” children and save their lives, as Alexie puts it, society itself must change the rules so that everyone can have access to this ticket to success. […]
• Aspects of Socio-Economic Sides of Racism And the answer is given in Dorothy Brown’s article for CNN “Whites who escape the attention of the police benefit because of slavery’s long reach”.. This shows that the problem of racism is actual in […]
• Misogyny and Sexism in Policing A solution to solving sexism and misogyny in policing is increasing the number of female police officers and educating on gender bias.
• Sexism and Internal Discrimination at Google The recommendation in the case is that the organization should provide justice to all the employees who are victims of discrimination and sexual harassment, irrespective of the perpetrator.
• Tackling Racism in the Workplace It means that reporting racism to HR does not have the expected positive effect on workplace relations, and employees may not feel secure to notify HR about the incidences of racism.
• Issue of Racism Around the World One of the instances of racism around the world is the manifestations of violence against indigenous women, which threatens the safety of this vulnerable group and should be mitigated.
• Discrimination in the United States The paper’s authors see systemic racism as a consequence of segregation in World War I migration, which resulted in distinct communities that were not understandable to white Americans.
• Causes of Discrimination Towards Immigrants Discrimination and intolerance against immigrants, and the implications of these inflammatory convictions and conduct, determine the sociocultural and economic destiny of welcoming nations and those who aspire to make these communities their new residence.
• Environmental Racism: The Water Crisis in Flint, Michigan The situation is a manifestation of environmental racism and classism since most of the city’s population is people of color and poor. Thus, the water crisis in Flint, Michigan, is a manifestation of environmental racism […]
• The “Racism and Discrimination” Documentary The documentary “Racism and Discrimination” is about an anti-racist teacher Jane Elliot who attempts to show the white people the feeling of discrimination. The central argument of the documentary is diversity training to seize the […]
• Abortion-Related Racial Discrimination in the US In spite of being a numerical minority, Black women in the U.S.resort to abortion services rather often compared to the White population.
• Canadian Society: Sexism and the Persistent Woman Question Equality of work, payments, and respect for women is on the agenda of this party, but they lack a modern look that refers to the problems of harassment and bullying in social networks.
• Social Problems Surrounding Racism, Prejudice and Discrimination This kind of discrimination makes the students lose their self-esteem and the traumas experienced affects the mental health of these students in the long term.
• Discussion of Gender Discrimination in Modern Society In the professional field, women are constantly in discriminatory positions of jeopardy due to their gender. However, women still need to compete in the work environment.
• Gender Roles, Expectations, and Discrimination Despite Isaac being the calmest boy in the school, he had a crush on Grace, a beautiful girl in the school who was from a wealthy family.
• The Unethical Practice of Racism in a Doctor’s Case The involvement of Barrett in the protest is both unethical for the university’s image and immoral for the community. However, the school would likely face tougher court fines and a direct order to reinstate Barrett’s […]
• The Problem of Racism in America One explanation of racism by feminist thinkers is that racism is a manifestation of the agency and power of people of a particular racial identity over others.
• Racism: “The Sum of Us” Article by McGhee The economic analysis and sociological findings in America have drawn a detailed picture of the cost of racism in America and how to overcome it together.
• Contemporary Sociological Theories and American Racism The central intention of this theory paper is to apply modern theoretical concepts from the humanities discipline of sociology to the topic of racism in the United States.
• A Cause-and-Effect Analysis of Racism and Discrimination As a result, it is vital to conduct a cause-and-effect analysis to determine the key immediate and hidden causes of racism to be able to address them in a proper manner.
• The Issue of Obesity in the Workplace: Discrimination and Its Prevention The critical detail is that the spread of the negative attitude to obesity in the workplace leads to the segregation of overweight people, stereotypical perceptions of their abilities, and prejudged attitudes toward them.
• Employment Discrimination Based on Religion In other words, although both elementary teachers had no formal title of a minister and limited religious training, the religious education and formation of students were the basic reason for the existence of the majority […]
• Discrimination Cases and Their Outcomes In the US, noticeable and influential cases tend to occur, and they remind the nation of the existing problem and reduce the effect of discrimination.
• Cause and Effect of Racial Discrimination Irrespective of massive efforts to emphasize the role of diversity and equality in society, it is still impossible to state that the United States is free from racial discrimination.
• Institutional Racism Through the Lenses of Housing Policy While not being allowed to buy property because of the racial covenants, the discriminated people had to house in other areas.
• Social Inequality and Discrimination Gender discrimination is when a person or a group of people is treated unfairly or unfairly because of their gender. Moreover, there is a classification of the thinking model in which a person exalts his […]
• Job Discrimination and Harassment Secondly, the strengths of the discrimination suit include the fact that he is the only white employee in his unit and one of the few men, suggesting a certain bias within the hiring department.
• Role of Racism in Contemporary US Public Opinion This source is useful because it defines racism, describes its forms, and presents the survey results about the prevalence of five types of racial bias.
• The Amazon Warehouse Employee Sexual Orientation Discrimination With the mismatch between the aspects of the work at the Amazon warehouse, the demand for the job, the ability to work successfully, and the wants and desires of the employees, it is worth noting […]
• The Mutation of Racism into New Subtle Forms The trend reflects the ability of racism to respond to the rising sensitivity of the people and the widespread rejection of prejudice.
• Racism: Healthcare Crisis and the Nurses Role The diminished admittance to mind is because of the impacts of fundamental bigotry, going from doubt of the medical care framework to coordinate racial segregation by medical care suppliers.
• Origins of Racial Discrimination Despite such limitations as statistical data being left out, I will use this article to support the historical evaluation of racism in the United States and add ineffective policing to the origins of racism.
• Language Discrimination in Modern Society It is necessary to let go of the fear of talking and writing on social networks in a language that is not native to you.
• Anti-discrimination Legislation and Supporting Case Law The response to this was the abolition of the quota system and the adoption in 1995 of the Act on Non-Discrimination of the Disabled and a package of additional regulations, in particular, on the education […]
• Beverly Greene Life and View of Racism The plot of the biography, identified and formed by the Ackerman Institute for the Family in the life of the heroine, consists of dynamics, personality development and its patterns.
• Historical Racism in South Africa and the US One of the major differences between the US and South Africa is the fact that in the case of the former, an African American minority was brought to the continent to serve the White majority.
• Gender Stereotypes and Sexual Discrimination In this Ted Talk, Sandberg also raises a question regarding the changes that are needed to alter the current disbalance in the number of men and women that achieve professional excellence.
• Capitalism and Racism in Past and Present Racism includes social and economic inequalities due to racial identity and is represented through dispossession, colonialism, and slavery in the past and lynching, criminalization, and incarceration in the present.
• Minstrels’ Influence on the Spread of Racism The negative caricatures and disturbing artifacts developed to portray Black people within the museum were crucial in raising awareness on the existence of racism.
• How Parents of Color Transcend Nightmare of Racism Even after President Abraham Lincoln outlawed enslavement and won the American Civil War in 1965, prejudice toward black people remained engrained in both the northern and southern cultural structures of the United States.
• Bias and Discrimination: Prejudice, Discrimination, and Stereotyping The bias may be automatic, ambiguous, and ambivalent depending on its characteristics and how it manifests in terms of people’s opinions on certain groups of individuals.
• A Problem of Racial Discrimination in the Modern World This minor case suggests the greater problem that is unjustly treating people in the context of the criminal justice system. In the book, Stevenson writes about groups of people who are vulnerable to being victimized […]
• Beverly Tatum’s Monolog About Injustice of Racism Furthermore, the author’s point is to define the state of discrimination in the country and the world nowadays and explore what steps need to be taken to develop identity.
• Discrimination: Trans World Airlines, Inc. vs. Hardison However, the court concluded that TWA made a reasonable effort at accommodating Hardison and granting him the request to work four days a week would detriment the function of his department due to them being […]
• Discrimination in the Bostock v. Clayton County Case The examination of the issue by relying on the example of Gerald Bostock was advantageous for establishing proper employment practices in this respect.
• Issue of Institutional Racism Systemic and structural racisms are a form of prejudice that is prevalent and deeply ingrained in structures, legislation, documented or unpublished guidelines, and entrenched customs and rituals.
• Discrimination: Peterson v. Wilmur Communications The case concerns Christopher Lee Peterson, at the time of events an employee of Wilmur Communications and a follower of the World Church of the Creator.
• Racism in America Today: Problems of Today Even though racism and practices of racial discrimination had been banned in the 1960s after the mass protests and the changes to the laws that banned racial discrimination institutionally.
• Evidence of Existence of Modern Racism It would be wrong to claim that currently, the prevalence and extent of manifestations of racism are at the same level as in the middle of the last century.
• Culture Play in Prejudices, Stereotyping, and Racism However, cognitive and social aspects are significant dimensions that determine in-group members and the constituents of a threat in a global religious view hence the relationship between religion and prejudices.
• Latin-African Philosophical Wars on Racism in US
• Confronting Stereotypes, Racism and Microaggression
• Racial Discrimination in Dallas-Fort Worth Region
• Healthcare Call to Action: Racism in Medicine
• White Counselors Broaching Race and Racism Study
• US Federal Anti-Discrimination Laws Response
• British Colonial Racism for Aboriginal Australians
• Discrimination Against African American Nurses
• “Ocean Acidification Impairs Olfactory Discrimination…” by Munday
• The Black People: Sexuality and Racial Discrimination Interview Review
• Racial Discrimination Through the Cosmetics Industry
• Racism Evolution: Experience of African Diaspora
• Discrimination Against Hispanics in America
• Racial Discrimination and Residential Segregation
• Significance of Perceived Racism:Ethnic Group Disparities in Health
• Religious Practices and Business Discrimination
• Discrimination in Canadian Society
• The Sexism Behind HB16 Bill
• Social Justice, Diversity and Workplace Discrimination
• Racism as Origin of Enslavement
• Colorblind Racism and Its Minimization
• The Bill H.R.666 Anti-Racism in Public Health Act of 2021
• Summary of the Issue About Racism
• Non-White Experience: Stereotyping and Discrimination
• How the Prison Industrial Complex Perpetuate Racism
• Social Change Project: Religious Discrimination in the Workplace
• Battling Racism in the Modern World
• Indian Youth Against Racism: Photo Analysis
• Racism: Do We Need More Stringent Laws?
• Free Speech vs. Anti-Discrimination Practices Conflict
• Problem of Racism in Schools Overview
• US Immigration Policy and Its Correlation to Structural Racism
• America: Racism, Terrorism, and Ethno-Culturalism
• The Pink Tax Issue: Economic Discrimination Against Women
• Discrimination and Substance Use Disorders among Latinos’ Article Review
• Issue of Racism in Healthcare
• Workplace Discrimination Based on Attractiveness
• Solving Racial Discrimination in the US: The Best Strategies
• Popular Music at the Times of Racism and Segregation
• Religious Discrimination Against a Muslim Employee
• Temporary Aid Program: Racism in Child Welfare
• Wearing Headscarves and Workplace Discrimination
• The Discrimination of African Americans
• The Issue of Discrimination Within American Ethnicity by Aguirre and Turner
• Western Scientific Approach as a Cause of Racism
• How Does Racism Affect Health?
• Investigating the Discrimination in the Workplace
• Citizen: An American Lyric and Systemic Racism
• The Reflection of Twain’s Views on Racism in Huck Finn
• Black as a Label: Racial Discrimination
• Urban Regime Theory in Anti-Black Discrimination
• Nike: Workplace Writing and Discrimination
• Environmental Discrimination in Canada
• The Tennessee Valley Authority (TVA) and Racial Discrimination
• Flint Water Crisis: Environmental Racism and Racial Capitalism
• Cancer Alley and Environmental Racism
• Cancer Alley and Environmental Racism in the US
• American Healthcare in the Context of Racism
• Discrimination and Politics of Gender and Sexuality
• Discussion of COVID-19 and Discrimination
• Origins of Modern Racism and Ancient Slavery
• Discrimination of Employees With Physical and Cognitive Impairments in the Workplace
• Root Causes and Solutions to Racism
• Contribution of Racism to Economic Recession Due to COVID-19
• What Stories Can Teach Us About Racism
• Racism in Canadian Medical System
• Profit and Racism in the Prisons of the United States
• Everyday Sexism in Relation to Everyday Disablism
• Discrimination and Health of Immigrants in Canada
• Life History Interview: Discrimination as an African American
• Rio Tinto: Case Study About Racism and Discrimination
• Discrimination of Black Women During Pregnancy
• Racism: US v. The Amistad and Dred Scott v. Sandford
• Discrimination in the Workplace: How to Solve It
• Race and Color Discrimination Against US Employees
• Discrimination Against People of Color and Queer Community
• Critical Social Problems Research: Racism and Racial Domination
• Discrimination as an External Manifestation of Societal Ills
• The Discrimination Disparity Continuum. Bill Macumber
• Business and Corporate Law: Discrimination Case Analysis
• Harassment Law – Tennie Pierce Discrimination
• Discrimination Against Women and Protecting Laws
• Criminal Justice: Racial Prejudice and Racial Discrimination
• The Age Discrimination in Employment Act (ADEA)
• Manifestations of Gender Discrimination in Insurance
• Anti-discrimination Legislation
• Work Place Discrimination
• The History of Racial Discrimination and Its Effects on the American Races
• Protections Against Employment Discrimination
• Discrimination Complaint on a Civil Litigation Processes
• Racial Discrimination in the US Criminal Justice System
• Policing in America: The Issue of Violence and Racism
• LGBTQ Rights: Sexual Minority Members Discrimination
• Institutional and Interpersonal Racism, White Privilege
• The Aspects of Discrimination
• The Development of a Measure to Assess Symbolic Racism
• Syrian Conflict and Women Rights: Way to Equality or Another Discrimination
• Racism and Tokenism in Bon Appetit: Leadership and Ethical Perspective
• Ethnic Stratification, Prejudice & Discrimination
• Equal Pay Act: Pay Discrimination
• Sexism Against Women in the Military
• Subjective Assumptions and Medicine: Racism
• Anti-Discrimination Laws in the U.S.
• Discrimination Against Muslim in the USA
• Racism Experiences in the Workplace in the UK
• Race and Ethnicity, Other Minorities and Discrimination
• The History of Immigration to the United States and the Nature of Racism
• Gender and the Problem of Discrimination
• Discrimination and the Hiring Process
• Legal Process About Discrimination
• Race and Racism in the USA: The Origins and the Future
• The Life of Muslims in the USA and Discrimination
• Genetics of Sexual Orientation: Privacy, Discrimination, and Social Engineering
• Environmental Racism in the United States: Concept, Solution to the Problem
• Discrimination in Puerto Rico
• Protecting George Wallace’s Organized Racism
• How Can the World Unite to Fight Racism?
• Fighting Anti-Muslim Sentiments
• Female Workers Discrimination and Affirmative Action
• Ideological Support Arab Muslim Discrimination
• The Most Prominent Forms of Discrimination
• Discrimination of Women in IT Sphere
• Gender Discrimination in the Workplace and Better Management Skills
• Racism in America and Its Literature
• Race, Class and Gender. Racism on Practice
• Racism: Term Definition and History of Display of Racism Remarks
• Institutional Discrimination, Prejudice and Racism
• Racism in Contemporary North America
• Racial and Gender Discrimination in the Workplace and Housing
• Racism Without Racists in Patriarchal Society
• Discrimination in the United States of America
• The Problem of Racism in Canada
• Exploring and Comparing Racism and Ethnocentrism
• Discrimination Against Black People
• Intraracial Discrimination: Grace Hsiang’s Article’s Analysis
• Ethics of Gender Identity Discrimination at Work
• Racism Cannot Be Unlearned Through Education
• Racism in Movies: Stereotypes and Prejudices
• Intersectionality Oppression and Discrimination in Latin America
• Facing Racism: A Short Story
• Astra Way: Sexual Discrimination Scandal
• White Supremacy as an Extreme Racism Group
• American Racism: So Why Isn’t Obama White?
• Literature on Latina Women and Sexism
• Discrimination in Recruiting & Promotional Aspects: Tanglewood Company
• Disability Discrimination Laws: Workers’ Compensation
• Human Resource Management: US Age Discrimination Act
• “Red Lining” – A Type of Discrimination
• Canada: Discrimination in British North America
• Racism Issues: Looking and Stereotype
• The Problem of Gender Discrimination
• Muslim Society, Life Meaning, and Discrimination
• Affirmative Action and Reverse Discrimination
• Anti-Racism Policy Statement in Australian Schools
• Racism, Minorities and Majorities Analysis
• Chicano Discrimination in Higher Education
• Racism and Ethnicity in Latin America
• Racial Discrimination in Song ‘Strange Fruit’
• Racism Effects on the Premier League Players
• Social Psychology: Racism in Jury Behaviour
• Sexism in Walt Disney Animation Studios’ Works
• Racism in the United States of the 21st Century
• A Conduct Parameter Model of Price Discrimination
• Appiah’s Ideas of Racism, Equality, and Justice
• Consumer Welfare and Price Discrimination
• Racism in Media: Positive and Negative Impact
• Racism: Once Overt, but Now Covert
• How Racism Makes Us Sick: Public Talk That Matters
• Institutions and Gender Discrimination Issues
• Environmental Racism and Indigenous Knowledge
• Organizational Behavior: Group Size and Discrimination
• Rights, Equity and the State: Sexual Orientation and Discrimination
• Gender Discrimination on Birth Stage
• Scientific Racism: the Eugenics of Social Darwinism
• Islam and Racism: Malcolm X’s Letter From Mecca
• Racism vs. “Love Thy Neighbor as Thyself”
• Racism in Lesbians, Gays, Bisexuals, Transgenders
• Price Discrimination and Psychological Techniques
• Robert Senske vs Sybase Inc: Labor Discrimination Case
• Evian and Aquafina Waters: Stimulus Discrimination Concept
• Employment Discrimination and Law Amendment
• Sexism and Presidential Elections in the USA
• Legal and Ethical Issues: Discrimination Remedy
• Racism in Australian Football League Sporting Clubs
• Prejudice and Discrimination in Diverse Organizations
• Thomas Jefferson on Civil Rights, Slavery, Racism
• Heterosexism and Its Explanation
• Racial Discrimination Forms Against Afro-Americas
• The Equal Opportunities Approach and Discrimination
• Positive Discrimination of Women in Hiring and Promotion
• Fair Treatment and Discrimination in the Workplace
• White Privilege and Racism in American Society
• Racism, Privilege and Stereotyping Concepts
• Kansas State University Community’s Racism Issues
• Australian Anti-Discrimination Acts and Their Provision
• Classism as a Complex Issue of Discrimination
• Gender, Size Discrimination and Fatphobia
• Racism in the United States: Before and After World War II
• Race-Norming and Discrimination Issues
• Baldwin’s and Coates’ Anti-Racism Communication
• The Problem of Racism and Injustice
• Racism as the Epitome of Moral Bankruptcy
• Sports: Discrimination, Match-Fixing and Doping
• Discrimination Against Refugees in a New Country
• Weight Discrimination and Beauty Prejudice in the HRM
• Hate Groups as Drivers of Discrimination
• Racism in Trump’s and Clinton’s Campaigns
• Colin Powell and the Fight Against Structural Racism
• Workplace Discrimination and Legislation in the US
• Discrimination During the Recruitment Process
• Direct, Intentional, Institutional Discrimination
• Age Discrimination and Workplace Segregation
• Hate Crimes and Anti-Discrimination Laws
• Sexism and the Founding Fathers
• Discrimination in Lending Practices
• California Real Estate Discrimination
• Diversity and Discrimination in Hiring Process
• Racism Elimination and Sociological Strategies
• Discrimination and Profiling in “Crash” Movie
• Employment Discrimination and Equal Opportunities
• Ableism in Education, Workplace and Community
• Social and Cultural Diversity and Racism
• Stereotyping and Discrimination in Advertising
• Sexual Orientation Discrimination Issue at the Workplace
• Racism and Discrimination in Religion Context
• Women’s Difference: Sex Discrimination
• Workplace Discrimination: Data Collection Methods
• US Teachers’ Rights, Dismissal, and Discrimination
• Colorblindness as a Reason for Workplace Discrimination
• Discrimination in the USA: Cases and Policies
• Racism: Theoretical Perspectives and Research Methods
• Racism in the Setting the Rising Sun Postcard
• Darwin’s and Galton’s Scientific Racism
• Eli Lilly & Company’s Discrimination Class Action
• Does Racism and Discrimination Still Exist Today?
• The Voting Rights Act and Racial Discrimination
• English Literature Impact on Racism Among Africans
• Discrimination Complaint and the Litigation Process
• Price Discrimination Concept in Economics
• Jerrell Shofner’s Views on the Racial Discrimination
• Prejudice and Discrimination Reduction Prospects
• People with Disabilities: The Systemic Ableism
• The US Government and Discrimination With Muslims
• Asian American Communities and Racism in the USA
• Racial Discrimination and Its Effects on Employees
• Discrimination of Women and Minorities in Firms
• Negative Aspects of Discrimination at the Workplace
• Racial Discrimination in Social Institutions
• Effects of Discrimination in the Workplace
• King’s and Obama’s Views on Racism in America
• Lanning v. SEPTA: Employment Discrimination and Testing Practices
• Girls Discrimination in the Modern Educational System
• Racism in USA: Virginia Laws on Slavery
• Racism as a Reality of Modern American Society
• Homosexual Discrimination in Our Society: Causes and Effects
• Rodney King’s Case of Racial Discrimination
• Discrimination by Appearance in the USA
• Racism Issue and Solutions
• Addressing Discrimination at Workplace
• On Language Grounds: Discrimination of International Students
• Intersectionality and Gendered Racism
• International Students Discrimination in the USA
• Racism and Education in the United States
• Discrimination Due to Language Differences
• Racism in Michigan University
• Gender Discrimination in Russian Workplaces
• Conflict and Racial Hostility
• “Going for the Look, but Risking Discrimination” by Steven Greenhouse
• Racism as a Case of Ignorance and Prejudice
• Racism and Segregation in American History
• Discrimination Definition and Characteristics
• Humanism, Racism, and Speciesism
• Discrimination Definition, Its Causes and Effects
• Racism in American Schools
• Racist America: Current Realities and Future Prospects
• Racism: Impact on Minorities in American Society
• Discrimination in the Workplace: Denial of Promotion
• Self-Interest and Discrimination in Sociology
• Racism Against Native Americans
• The Recruitment of Employees and Discrimination
• Obama’s First Election and Racism
• Adolf Hitler: From Patriotism to Racism
• Problems of Environmental Racism
• How Obama’s First Election Has Been Affected by Racism?
• Race Discrimination in the USA
• How Different Young Australians Experience Racism?
• Racial Discrimination in Organizations
• Understanding Race and Racism
• In Australia, Are Cultural Rights a Form of Racism?
• Racism, Stigma, and Eexism – Sociology
• African Americans: Race and Ethnic Discrimination
• Racism and Ethnicity in United States
• Ethnic Stratification, Prejudice, Discrimination: Hispanics
• Problems of Ethnic Discrimination in US
• ‘Animal Rights’ Activists and Racism
• Diversity and Discrimination in the Workplace: The Role in Activities of an Organization
• Price Discrimination Economics
• Sex Discrimination at Wal-Mart
• Religious and Racal Discrimination in Eboo Patel’s “Acts of Faith”
• The Racial Discrimination Among Employers
• The Discrimination Against Women Employees in the Telecommunication Industry
• Theories of Cultural Diversity: Anthropological Theory and Discrimination
• Psychological Impact: Stereotyping, Prejudice and Racism
• Discrimination and Affirmative Action: New Haven Firefighter’s Case
• Multicultural Psychology: Cultural Identity and Racism
• Employing Individuals to Fill in Vacancies in the Company
• How Fake News Use Satire as a Medium to Address Issues on Racism?
• Young Australians and Racism
• Price Discrimination and Monopolistic Competition
• Relationship Between Institutionalized Racism and Marxism
• Statelessness and Discrimination
• Discrimination Against Black Women
• Democratic Racism in Canada
• Social Construction of “Race” and “Racism” and Its Relationship to Democratic Racism in Canada
• Ethnicity: Oppression and Racism
• The Impact of Prejudice and Discrimination
• Black or White Racism
• Age discrimination in Employment
• Discrimination in the Labor Market
• Racism in Family Therapy by Laszloffy and Hardy
• The Roma Problems and the Causes of Racism
• Racial Discrimination in the US
• The ‘Peopling’ Process of Australia Since 1788 With Influence of Racism
• Is Racism and Anti-Semitism Still a Problem in the United States?
• Discrimination at Places of Work
• Poverty, Homelessness and Discrimination in Australia: The Case of the Aboriginal
• Globalization and Racism
• Clinton Homosexual Discrimination Policy
• Discrimination and Fight for Equality
• Discrimination at Workplaces
• Discrimination, Social Exclusion and Violence among the LGBT Community
• Steven Greenhouse: Muslims Report Rising Discrimination at Work
• Society Moral Standards: Racism and Its Harmful Effects
• Problem of the Gender Discrimination in the Workplace
• Discrimination of Certain Categories of the Population
• The Issue of Racial Segregation in the United States
• Family Responsibilities and Discrimination
• Diversity and Discrimination: PepsiCo, HCA, and IndyMac Bank
• Racism and Male Dominance in Education
• Comparison of Racism in the United States and South Africa
• Managing in an Inclusive Environment: Discrimination
• Discrimination targeting pregnant women
• English Racism During World Cup
• The Historical Roots of Racism in Australia
• Maya Angelou: Racism and Segregation in “I Know Why the Caged Bird Sings”
• Death Penalty and Discrimination
• Racism Is Not All About Individual Attitude
• Employment Relations Issues: Discrimination in New Zealand’s Work Place
• Discrimination, Prejudice and Racism in the United States
• Racial or Ethnical Discrimination
• Lavin M. A. “Effects of Exposure to Information about Appearance Stereotyping and Discrimination on Women’s Body Images”
• The Role of Racism in American Art During the 1930s and 1940s
• Promotion of Racism in US Through Sports
• Why Is Discrimination a Barrier in the Working Environment?
• Racism in U.S. Criminal Justice System
• The Employment Discrimination Against Muslims at Work Places
• Racism, Colonialism and the Emergence of Third World
• Slavery and Racism: Black Brazilians v. Black Americans
• Discrimination against Immigrants
• Why the Philosophy of King is More Effective in Fighting Racism than Malcolm’s?
• African Americans-Prejudice and Discrimination
• Employment Discrimination: Race/Ethnicity/Color/National Origin/Religion
• Racism and Discrimination: White Privilege
• Racism and Segregation in the United States
• Segregation and Discrimination in My Left Foot
• The Root Cause of Racism and Ethnic Stratification in the US
• Race and Discrimination
• Racism and Anti-Semitism in the United States: The Issues Which Are Yet to Be Solved
• Racism in the USA
• Discrimination in Sarah Baartman’s Life
• Sarah Baartman: A Victim of Discrimination
• Evidence of Racism in the American Schools
• Age and Gender: Discrimination During the Hiring Process
• Analysis on Religion, Racism and Family Conflicts
• Racism in American Schools: A Critical Look at the Modern School Mini-Society
• The Concept of Racism
• Types of Discrimination that Exist in American Society
• The Policy Status Quo to Prevent Racism in American Schools
• Racial Profiling: Discrimination the People of Color
• Racism as a Central Factor in Representing Asian American History
• Immigration and Discrimination in the Workplace
• Sarah Palin: Cries of Sexism and Misogyny
• Discrimination in Labor Processes
• Reducing Racism in the University of Alberta and University of York
• Anti-discrimination laws in America
• Achebe’s Views on Racism
• Gender Discrimination at the Workplace: A Case of Sexual Harassment
• Racial Stereotypes in Movie Industry
• Price Discrimination Strategy
• Racism in the American Nation
• The Civil Rights Movement: Ending Racial Discrimination and Segregation in America
• Institutionalized Racism and Sexism
• It’s His Right, It’s Her Duty: Benevolent Sexism and the Justification of Traditional Sexual Roles-Journal
• Anti-Islamic Religious Discrimination in the Workplace
• Cultural Discrimination Concept in Literature
• The Problem of Global Racism in Modern World
• Colorism as an Act of Discrimination in the United States
• International Issues and Discrimination
• Racial Discrimination at the World Bank
• Wal-Mart’s Discrimination Difficulties
• Racial Discrimination in America
• Mexican American Discrimination
• Asian American Discriminations in Colleges
• Institutionalized Racism From John Brown Raid to Jim Crow Laws
• Racism in America After the Civil War up to 1900
• Discrimination at the Workplace: Legislations Regarding Discrimination
• Labor Discrimination in US Economy
• Have You Experienced Racism in Korea?
• Contemporary Racism in Australia: the Experience of Aborigines
• Racism By Thomas Jackson
• Addressing the Racism in Society
• Racism in the Penitentiary
• Different Challenges of Racial Discrimination
• Slavery, Racism, and the Trans-Atlantic Slave Trade
• Ethnic Groups and discrimination
• Legal Concerns on Discrimination in Promotion and Hiring
• “Sexism in English: Embodiment and Language”
• Political Discrimination Against Women
• American Indians: Racial Segregation and Discrimination
• Controversy of Gender and Race Discrimination
• Psychological Development: Racism, Affirmative Action and Health Care
• Discrimination Remedy at Workplace: Affirmative Action Programs, Reverse Discrimination and Comparable Worth
• Does Competition Eliminate Discrimination?
• Are HIV/AIDS Carriers Suffering From Discrimination?
• Does Ethnic Discrimination Vary Across Minority Groups?
• Can Competition Among Employers Reduce Governmental Discrimination?
• Does Gender Discrimination Contribute to India’s Population Imbalance?
• Are Racial Profiling and Police Discrimination an Issue?
• Does Health Predict the Reporting of Racial Discrimination or Do Reports of Discrimination Predict Health?
• Can Gender-Fair Language Reduce Gender Stereotyping and Discrimination?
• Does Market Liberalisation Reduce Gender Discrimination?
• Are Spatial Frequency Cues Used for Whisker-Based Active Discrimination?
• Does Political Competition Lessen Ethnic Discrimination?
• Can Social Contact Reduce Prejudice and Discrimination?
• Does Protecting Older Workers From Discrimination Make It Harder to Get Hired?
• Are the Processes Underlying Discrimination the Same for Women and Men?
• Does Racial Discrimination Exist Within the NBA?
• Can Social Media Lead to Labor Market Discrimination?
• Does Religious Discrimination Really Exist in Todays America?
• Did Fredy Villanueva Face Racial Discrimination?
• Does the Stimulus Type Influence Horses Performance in a Quantity Discrimination Task?
• Can the Government Deter Discrimination?
• Do Anti-discrimination Laws Alleviate Labor Market Duality?
• Can the One-Drop Rule Tell Us Anything About Racial Discrimination?
• Does Banning Price Discrimination Promote Entry and Increase Welfare?
• Have Anti-discrimination Housing Laws Worked?
• How Does Discrimination Affect People With Mental Illness?
• What Exactly Does Racial Discrimination Mean?
• Should the Racial Discrimination Act Be Reformed?
• What Are the Causes of Discrimination?
• Gender Inequality Research Topics
• Racial Profiling Essay Topics
• Gender Stereotypes Essay Titles
• Indigenous People Research Topics
• Oppression Research Topics
• Aliens Research Topics
• Prejudice Essay Topics
• Global Issues Essay Topics
• Chicago (A-D)
• Chicago (N-B)

IvyPanda. (2023, October 26). 618 Thought-provoking Discrimination Essay Ideas & Examples. https://ivypanda.com/essays/topic/discrimination-essay-examples/

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IvyPanda . 2023. "618 Thought-provoking Discrimination Essay Ideas & Examples." October 26, 2023. https://ivypanda.com/essays/topic/discrimination-essay-examples/.

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Bibliography

IvyPanda . "618 Thought-provoking Discrimination Essay Ideas & Examples." October 26, 2023. https://ivypanda.com/essays/topic/discrimination-essay-examples/.

Discrimination: What it is and how to cope

For many people, discrimination is an everyday reality. Discrimination is the unfair or prejudicial treatment of people and groups based on characteristics such as race, gender, age, or sexual orientation.

• Racism, Bias, and Discrimination

What is discrimination?

Discrimination is the unfair or prejudicial treatment of people and groups based on characteristics such as race, gender, age, or sexual orientation. That’s the simple answer. But explaining why it happens is more complicated.

The human brain naturally puts things in categories to make sense of the world. Very young children quickly learn the difference between boys and girls, for instance. But the values we place on different categories are learned—from our parents, our peers, and the observations we make about how the world works. Often, discrimination stems from fear and misunderstanding.

Stress and health

Discrimination is a public health issue. Research has found that the experience of discrimination—when perceived as such—can lead to a cascade of stress-related emotional, physical, and behavioral changes . Stress evokes negative emotional responses, such as distress, sadness, and anger, and can often lead to an increase in behaviors that harm health, such as alcohol, tobacco, and other substance use, and a decrease in healthy activities, such as sleep and physical activity.

Discrimination can be damaging even if you haven’t been the target of overt acts of bias. Regardless of your personal experiences, it can be stressful just being a member of a group that is often discriminated against, such as racial minorities or individuals who identify as lesbian, gay, bisexual, or transgender.

The anticipation of discrimination creates its own chronic stress. People might even avoid situations where they expect they could be treated poorly, possibly missing out on educational and job opportunities.

Discrimination, big and small

Laws are in place to protect people from discrimination in housing and employment.

• The Fair Housing Act prohibits discrimination in the sale, rental, and financing of dwellings on the basis of race, color, national origin, religion, sex, familial status, and disability.
• The Civil Rights Act, the Age Discrimination in Employment Act, and the Americans with Disabilities Act prohibit discrimination in employment on the basis of race, color, sex, ethnic origin, age, and disabilities.

Unfortunately, discrimination still occurs.

Yet experts say that smaller, less obvious examples of day-to-day discrimination—receiving poorer service at stores or restaurants, being treated with less courtesy and respect, or being treated as less intelligent or less trustworthy—may be more common than major discrimination. Such day-to-day discrimination frequently comes in the form of “microaggressions” such as snubs, slights, and misguided comments that suggest a person doesn’t belong or invalidates his or her experiences.

Though microaggressions are often subtle, they can be just as harmful to health and well-being as more overt episodes of major bias. People on the receiving end of day-to-day discrimination often feel they’re in a state of constant vigilance, on the lookout for being a target of discrimination. That heightened watchfulness is a recipe for chronic stress.

Dealing with discrimination

Finding healthy ways to deal with discrimination is important, for your physical health and your mental well-being.

Focus on your strengths. Focusing on your core values, beliefs, and perceived strengths can motivate people to succeed, and may even buffer the negative effects of bias. Overcoming hardship can also make people more resilient and better able to face future challenges.

Seek support systems. One problem with discrimination is that people can internalize others’ negative beliefs, even when they’re false. You may start to believe you’re not good enough. But family and friends can remind you of your worth and help you reframe those faulty beliefs.

Family and friends can also help counteract the toll that microaggressions and other examples of daily discrimination can take. In a world that regularly invalidates your experiences and feelings, members of your support network can reassure you that you’re not imagining those experiences of discrimination. Still, it’s sometimes painful to talk about discrimination. It can be helpful to ask friends and family how they handle such events.

Your family and friends can also be helpful if you feel you’ve been the victim of discrimination in areas such as housing, employment, or education. Often, people don’t report such experiences to agencies or supervisors. One reason for that lack of reporting is that people often doubt themselves: Was I actually discriminated against, or am I being oversensitive? Will I be judged negatively if I push the issue? Your support network can provide a reality check and a sounding board to help you decide if your claims are valid and worth pursuing.

Get involved. Support doesn’t have to come from people in your family or circle of friends. You can get involved with like-minded groups and organizations, whether locally or online. It can help to know there are other people who have had similar experiences to yours. And connecting with those people might help you figure out how to address situations and respond to experiences of discrimination in ways you haven’t thought of.

Help yourself think clearly. Being the target of discrimination can stir up a lot of strong emotions including anger, sadness, and embarrassment. Such experiences often trigger a physiological response, too; they can increase your blood pressure, heart rate, and body temperature.

Try to check in with your body before reacting. Slow your breathing or use other relaxation exercises to calm your body’s stress response. Then you’ll be able to think more clearly about how you want to respond.

Don’t dwell. When you’ve experienced discrimination, it can be really hard to just shake it off. People often get stuck on episodes of discrimination, in part because they’re not sure how to handle those experiences. You might want to speak out or complain, but you’re not sure how to go about it, or are afraid of the backlash. So instead, you end up ruminating, or thinking over and over about what you should have done.

In a calmer moment, it might be helpful to talk over the ways you can cope with similar experiences in the future. Try to come up with a plan for how you might respond or what you could do differently next time. Once you’ve determined how to respond, try to leave the incident behind you as you go on with your day.

Seek professional help. Discrimination is difficult to deal with, and is often associated with symptoms of depression. Psychologists are experts in helping people manage symptoms of stress and depression, and can help you find healthy ways to cope. You can find a psychologist in your area by using APA’s Psychologist Locator Service.

Discrimination resources

If you have questions about policies or concerns about discrimination in your workplace, the human resource department is often a good place to start. To learn more about discrimination in housing and employment, or to file a complaint, visit:

• Equal Opportunity Employment Commission
• U.S. Department of Housing and Urban Development

Recommended Reading

Related Reading

• Psychology topics: Racism, bias, and discrimination
• Stress in America
• Talking to your kids about discrimination

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Personal Discrimination Experience Makiko Shikanai

How Have You Ever Been Discriminated Against?

     My experience with discrimination was gender discrimination on the job. Many people think that “Men should have important work” and “Women must do routine work”. This is discrimination against women, and this idea is a stereotype.

    When I worked for a Japanese company in Japan, I experienced the following. I answered the phone at the office, and the man who called told me that he would like to talk to a man, and if it was man, anyone would be good. Since I could not understand what he meant, I asked him. He said, “I need to talk to a man because I want to talk about my businesses”. I realized that he had the ideas that women cannot do work about making profits, and women should do easy work, such as making copies and answering phones. I felt that this treatment was a little strange, but I accepted it because my role in the office involved routine work at that time, therefore, I asked my boss, who was a man, to speak to the man on the phone. When I came to think of it, I did not realize that this was discrimination against women because I also had the same stereotype.

     In addition, some Japanese companies still have old promotion systems. Even though men and women do the same job, and they have equal skills, men can be promoted to upper positions earlier than women. I also experienced this treatment. When I faced this treatment, I felt uncomfortable because my responsibility was making a profit at this time. I realized that it was discrimination against me. However, I heard that this treatment was the system of this company so I could not change this treatment. The company promoted men first because they had the idea that women do not work long, and women must leave their jobs after only a few years.

     However, the Japanese work environment is changing. There are many foreign capital companies in Japan. They have policies that skills are the most important factor for promotion. There is no relation to sex, educational background, and so on. Japanese companies are influenced by this policy. Moreover, Japanese society is trying to abolish various types of discrimination. For example, human rights educations f takes place in companies and schools. Therefore, people who have stereotypes is becoming fewer in Japan. I also could give up my stereotypes.

    In conclusion, we need to know about discrimination, and we should make efforts to get rid of discrimination. In addition, women should abandon the idea that it is not possible to take charge of work the same as men. Because of these efforts, we will have no stresses in our lives.

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Supreme Court temporarily rejects Biden administration request that would expand Title IX protections

WASHINGTON — The Supreme Court on Friday barred the Biden administration from enforcing parts of a major regulation on sex discrimination in education that is embroiled in litigation over its protections for transgender students.

The court rejected a request from the administration to allow less contentious parts of the regulation, many of which have nothing to do with gender identity, to go into effect in states where it has been challenged while lower courts wrangle over the contentious transgender issues.

“On this limited record and in its emergency applications, the Government has not provided this Court a sufficient basis to disturb the lower courts’ interim conclusions that the three provisions found likely to be unlawful are intertwined with and affect other provisions of the rule,” read the Supreme Court’s opinion.

Solicitor General Elizabeth Prelogar had not asked the court to block lower court rulings that prevented the enforcement of provisions that would allow transgender students to use restrooms that correspond with their gender identity or could lead to affected people being required to use a transgender person’s preferred pronoun. Those requirements remain on hold in the affected states.

The Supreme Court action does not affect states that did not challenge the regulation, and they will remain covered by the rule.

Liberal Justices Sonia Sotomayor, Elena Kagan and Ketanji Brown Jackson were joined by conservative Justice Neil Gorsuch in dissenting in part from the majority’s order.

“By blocking the Government from enforcing scores of regulations that respondents never challenged and that bear no apparent relationship to respondents’ alleged injuries, the lower courts went beyond their authority to remedy the discrete harms alleged here,” Sotomayor said in the dissent. “The injunctions this Court leaves in place will burden the Government more than necessary.”

The regulation at issue was finalized by the Education Department in April and applies to any educational entities that receive federal funding.

In addition to recognizing protections for transgender students, the rule includes other provisions that were not challenged, including new measures relating to pregnant and postpartum students and employees. The regulation, for example, requires access to lactation spaces and restrooms for pregnant students.

A total of 26 states challenged the rule, with 22 obtaining lower court rulings that prevent the administration from enforcing it fully.

The Supreme Court action concerned challenges in two separate cases, one filed in Kentucky and the other in Louisiana, which had succeeded in blocking the entire suite of regulations in their states.

A group of six states led by Tennessee, as well as some individual plaintiffs, sued in Kentucky, while Louisiana led the other lawsuit, which includes three other states and various local jurisdictions.

In both cases, federal judges blocked the entirety of the regulation as it applies to the plaintiffs, and appeals courts declined to narrow the scope of the injunctions, prompting the administration to turn to the Supreme Court.

Prelogar wrote in court papers that the lower court judges were wrong to block provisions that the challengers had not even focused on.

Furthermore, she argued that the Education Department’s conclusion that gender identity is protected under Title IX should be left in place because it is what she called a “straightforward application” of the Supreme Court’s 2020 ruling that found gender identity was protected under the similarly worded Title VII law that covers employment discrimination.

The challengers countered in court papers that the entire rule should be blocked because, as Louisiana Attorney General Elizabeth Murrill said in her filing, “the rule’s redefinition of sex discrimination pervades all 423 pages.”

Lawrence Hurley is a senior Supreme Court reporter for NBC News.