The mission of this essay is to assess racial inequalities in society and how they can be corrected, or at the very least, mitigated. Through examining racial stressors, lower education rates, and investigating the history of equal rights, we can attempt to determine the root causes of these problems and begin a process of integration of a deep feeling of equality in society. Through more frank and direct dialogue with survivors of racial bias and those who continue to adhere to ignorant ideas that have become the basis of our daily lives. By combating everyday racism through extremely malicious ideas by which minority groups begin to feel oppressed, we can hope to achieve greater respect for everyday life. First, ethnicity is a concept referring to a shared culture and way of life. This can be reflected in language, religion, material culture like clothing and food, and cultural products like music and art. Ethnicity is often a major source of social cohesion and social conflict. Second, racism can be defined as a system of domination, power and privilege based on racial group designations; rooted in the historical oppression of a group defined or perceived by members of the dominant group as inferior, deviant, or undesirable; occurring in circumstances where members of the dominant group create or accept their societal privilege by maintaining structures, ideology, values, and behaviors that have the intent or effect of leaving members of the non-dominant group relatively excluded from the power, esteem, status and equal access to societal resources. (Harrell, 2000, p. 43.) The importance of understanding ethnicity and, by extension, racism is unequivocally important to correcting inequalities in society. Differences between racial groups and educational levels, crime and deviance as well as other gender-related problems as well as domestic violence could be avoided through further research into racial bias. Racial inequalities are a persistent and pervasive aspect of society in general and higher education in particular (Bonilla-Silva, 2013; Jayakumar & Museus, (K. A Troung, 2015). The analysis of the data obtained by the The researcher indicated four thematic categories describing the extent to which racism affected the participants' experiences. The first two describe the indirect racism observed by the participants and the next two elucidate the participants' reactions to the racism they experienced. , observed racism, is cases in which participants observed stories of racism directed against teachers or their peers, the second being trickle-down racism, referring to cases in which they were structurally affected by the racism. racism directed against their mentors, which resulted in negative consequences for the participants. Participants learned about indirect racism and adopted the idea that racism was going to be an integral part of their education. Finally, racial resistance refers to cases in which indirect racism caused participants to collectively fight against racism. Thanks to the analyzed data, the article arrives at several conclusions. First, indirect racism somehow shapes the graduate success of students of color. Second, the results suggest that instances of indirect racism through visual observations and word of mouth can.