Institutional Racism

African American
African American students are also likely to receive different messages about the
importance of education from their peer group and from their parents. Many young
African-Americans are told by their parents to concentrate on school and do well
academically, which is similar to the message that many middle-class white students
receive. However, the peers of African-American students are more likely to place less
emphasis on education, sometimes accusing studious African-American students of
"acting white." This causes problems for black students who want to pursue higher
levels of education, forcing some to hide their study or homework habits from their
peers and perform below their academic potential.
Asian American
Asian American students are more likely to view education as a means to social
mobility, as they believe it provides a means to overcome language barriers as well as
discrimination. This notion comes from parental expectations of their children, which are
rooted in the cultural belief that hard work is the key to educational and eventually
occupational attainment. Many Asian Americans immigrated to the United States
voluntarily, in search for better opportunities. This immigration status comes into play
when assessing the cultural views of Asian Americans since attitudes of more recent
immigration are associated with optimistic views about the correlation between hard
work and success. Obstacles such as language barriers and acceptance of White
American culture are more easily overcome by voluntary immigrants since their
expectations of attaining better opportunities in the United States influence their
interactions and experiences.
Geographic and Neighborhood Factors
Supply-Side
The quality of school that a student attends and the socioeconomic status of the
student's residential neighborhood are two factors that can affect a student's academic
performance.
In the United States, the financing of most public schools is based on local property
taxes This system means that schools located in areas with lower real estate values
have proportionately less money to spend per pupil than schools located in areas with
higher real estate values. This system has also maintained a "funding segregation:"
because minority students are much more likely to live in a neighborhood with lower
property values, they are much more likely to attend a school that receives significantly
lower funding.
Data from research shows that when the quality of the school is better and students are
given more resources, it affects the racial achievement gap by reducing it. When white
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