Does Racial Prejudice prevent Individuals from looking at things objectively?

Does Racial Prejudice prevent Individuals from looking at things objectively?

Racial Prejudice: Does Racial Prejudice prevent Individuals from looking at things objectively?

Over the years, the way humans perceive and interpret things has been affected by other external factors. Notably, even though people can make honest critical, and justifiable opinions, more often, the individual is unable to look at things subjectively. Factors such as racism or racial prejudice, human discrimination, white privileges, class, and gender have prevented them from making justifiable and objective decisions about their encounters. The discussion below will concentrate on racial prejudice as a factor that affects how humans look at things around them. Racial discrimination is a negative attitude or discriminatory treatment of another person or group of people. Racial privilege is the notion that.

On the other hand, white privilege is the idea that white people accrue advantages by being white. Research indicates prejudice has been known to prevent individuals from being objective when making critical judgments, and this is attributed to many elements, as discussed below. Racial privilege is the mindset that a particular race is more privileged than others (Leonardo, 2004). Often, this happens through the valuation of body parts such as white skin color, hair texture, nose shapes, culture, and language. The privilege is granted even without the subject comprehending that things have been eased for them. The consequence of this is that the issue is likely to assume specific rational solutions to existing problems due to the racial privilege status quo. The overall effect is on how we perceive things. No one is born racist.

Research indicates this negative attitude or discriminatory treatment to other persons or groups of persons is instilled in the children’s brains as they grow at home, primary, high school, and higher learning institutions. Besides, the negative attitude is set and strengthened as they mature, manifesting as they interact, especially in social places. White individuals perceive themselves as a superior race and are the ones who set standards for the rest human race (Leonardo, 2004). Women of color and the people of color in general start to realize unequal, unbiased, and discriminatory treatment from the other race. The overall consequence is how both the whites and people of color perceive and interpret things.

Human attitudes such as white privilege affect objective thinking. Due to this human instilled negative mindset to other mortal races, the white tends to perceive a black person’s conversations instead of the human solution of some social issues. The white person tends to monopolize the diversity and creativity of human intelligence brains in solving challenges. People of color with a concrete solution to some human issues have his answer discarded by the whites as incomplete and not genuine without justification. People of color visiting offices occupied by the white, especially in higher learning institutions and whose needs are not certified, renders them confused in what could be the reason for not having their needs satisfied (Motwani, 2007). They start to ask if their problem response was honest or biased on racial grounds. This mental conflict in the brain of people of color eventually affects how they look at things in the institution. They may wrongly think the service rendered was racist and therefore not genuine. To add, the whites in the community offices might limit their scope of service rendered to the people of color with the perception that they belong to an inferior community. Therefore, they should be negatively treated, unbiased, or secretly denied certain rights. In this case, the white officers understand their role and every person’s rights but decided to render them based on racial prejudice.

Due to the nature of racial prejudice and its consequence in societies, different scholars have come up with other scientific models to identify and investigate racial human interactions and how racial discrimination could affect how humans look at things. One of the scientific models used is the privileged identity exploration model, PIE Model. The PIE model is used to identify the white elite’s behavior (Motwani, 2007). It can illustrate how and why human racial prejudice prevents them from being objective when looking at certain human disputes that require real and concrete solutions. Research indicates PIE Model has explained how white privileged persons manifest their behavior when confronted to give answers by people of color. In one way or another, the PIE Model shows that racial prejudice is a factor causing people to be subjective when looking at things that require critical solutions. PIE Model assists in listing resistance manifested when people who think they have undoubtedly privileged are challenged in a dialogue (Motwani, 2007). The PIE model is essential. It helps us develop a defense mechanism that is a showcase by the resistance presented when the privileged are challenged vial dialogue: denial, rationalization, benevolence, and false envy. The result is that we can engage in genuine conversation across all social identities.

 Research indicates that almost half of all the students joining higher learning institutions do not complete their bachelor’s degree within six years after enrolment. The data is as per the National Centre for Education Statistics, 2012 (Tichavakunda, 2020). Statistics show that students of color face more racial and ethnic disparities in their college life and attaining a graduate degree (Hypolite, 2019). While this might be true, stereotyping this trend could prevent an individual from being objective at the key issues that could cause the problems. At an individual level, a student of color tends to follow the trend and, therefore, not graduating as scheduled due to their wrong judgment as indicated. The students’ low rate of color in attaining the degrees has notable effects on the students and the societies. The consequence for this is the lower-income earning and high poverty level. Other adverse effects are the reduced tax revenue and low civic participation. When a qualified white student who graduated earlier is granted a job with good pay, students of color who might lack the job opportunity or who could be poorly paid are likely to think racism is the reason for their low income (Camacho & Rhoads, 2015). In contrast, it could have been they dropped out of school due to their stereotype of racism directed towards students of color. From this analysis, it is essential to understand how to maximize success among the students with a different racial background in college life to the education researchers, policymakers, and any other practitioners.

In Conclusion, racial prejudice prevents humans from looking at things objectively and making wrong judgments or interpretations. Research has shown that different scientific approaches and models can be used to explore racial prejudice and therefore ensure engagement in authentic social dialogue across all social identities. The PIE Model has explained the possibility of overcoming damaging human shortcomings such as racial prejudice. Higher learning institutions and any other social places where different human races interact should learn this and adopt scientific models to ensure all human races coexist in harmony.


Camacho, S., & Rhoads, R. (2015). Breaking the Silence: The Unionization of Postdoctoral. The Journal of Higher Education, 295-325.

Hypolite, L. (2019). People, Place, and Connections: Black Cultural Center Staff as Facilitators of Social Capital. Journal of Black Studies, 37-59.

Leonardo, Z. (2004). The Color of Supremacy: Beyond the Discourse of “White Privilege.” Educational Philosophy and Theory, 137-152.

Motwani, A. M. (2007). When White Women Cry: How White Women’s Tears Oppress Women of Color. College Student Affairs Journal, 208-215.

Tichavakunda, A. A. (2020). Studying Black Student Life on Campus: Toward a Theory of Black Placemaking in Higher Education. SAGE Journals, 1-28.

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