Conclusion about the impact of racial discrimination on academic performance of minority students in institutions of higher learning
First among the effects of racial discrimination among African American students is Self-esteem, this is a person s overall sense of self-worth or personal value. In other words, how much you appreciate and like yourself. Continuing exposure to racial discrimination leads to more experiences of daily racism. Secondly, it resulted in a collection ot daily adverse events across several domains of life, trom amily and friends, health and monetary resources. T his study retlects that experiencing discrimination can change a person's whole worid and turn him into an anxious, depressed, and mentally unwell human being. Racial discrimination also leads to poor academic pertormance according to the U.s, Department of Education black, black students are three times more likely to be suspended or expelled than their white peers. In South America, racial disparities in punitive discipline are even more significant; according to Nittle, Nadra Kareem, students of color are least likely to be identified as gifted and enroll in honors classes, but they are also more likely to atternd schools with a more signiticant police presence, increasing the odds that they will enter the criminal justice system. The presence of law enforcement on school campuses also increases the risk of such students being exposed to police violence. This, in turn, leads to poor performance of students. Nevertheless, racism has led to inequitable resource alocation among the discriminated students. According to Dr.Mary Dawd's report, racism can result in an untair distribution of government funding that has a trickle-down effect on the quality ot instruction. Studies conducted by the U.S.
Department of Education found that 45 percent of schools serving low-income and minority students received less local and state aid than their nmore aftluent counterparts in the same school district. Schools with fewer resources have more difticulty updating technolo8y, renovating facilities, and attracting highly qualified teachers. Further, students attending underfunded schools are less likely to have access to Advanced Placement classes or gifted and talented programs, which makes them less competitive when applying to highly selective colleges. According to Salter and Adams, there was a similar pattern in their research on representations for Black History Month, in which White American participants preferred relatively sanitized terms from predominantly white schools over more critical
presentations from predominantly Black schools. This is a clear evidence of inequitable resource allocation where students are denied equal share of deserved resources.