While our country’s education system has always been biased against minority citizens in education and testing, affirmative action policies were enacted to increase diversity at higher levels.
In the Trump era, however, there has been some serious legal and political pushback against policies that benefit Black, Latino, and Native American students in a form of reverse discrimination that attempts to dismantle solid, well-intended policy, and stifle gains made in education equality.
Racism and bias still exist in academic testing for college admissions, particularly in standardized entrance exams such as the SAT (Scholastic Aptitude Test), ACT (American College Testing), and other assessments used in higher education admissions. While these exams are designed to measure academic ability, there is substantial evidence that they contain racial and socio-economic biases, disproportionately impacting students of color.
Racial Bias in College Admissions & Testing
These biases can result in lower scores for minority students, which can negatively affect their chances of being admitted to selective colleges and universities. Aside from formal policies that have increased bias in admissions, here are some examples of how racial bias persists in college admissions and college entrance exams:
1. Subtle Bias in Admissions Processes: Beyond formal policies, bias creeps into admissions through standardized testing, recommendation letters, and interviews. Wealthier students, who are disproportionately white, often have access to better test preparation and resources, while students of color may be disadvantaged by systemic inequalities.
Example: Studies have shown that Black and Latino students are less likely to be admitted to elite colleges compared to similarly qualified white and Asian students, even when affirmative action is in place.
2. A Recent Supreme Court Ruling (Thank Donald Trump and his ‘Gang of Three): The United States Supreme Court recently stripped away many of the benefits of affirmative action. Students for Fair Admissions v. Harvard held that race-based affirmative action programs in college admission processes violate the Equal Protection Clause of the 14th Amendment. Thus, most colleges that previously considered race in admissions will need to revise their admissions practices to comply with the decision.
3. Socioeconomic Disparities and Access to Test Preparation: Students from wealthier families, who are disproportionately white, have greater access to resources such as tutoring, test preparation courses, and study materials, which can significantly boost test scores. In contrast, students from low-income and minority backgrounds often lack access to these advantages, putting them at a disadvantage. High-cost test prep services, like those offered by companies such as Kaplan or Princeton Review, give wealthier students a significant edge. Research shows that students who can afford these services often achieve higher scores, and since income is correlated with race, this affects students of color disproportionately.
4. Cultural and Linguistic Bias in Test Questions. Standardized tests like the SAT and ACT have been criticized for including questions that reflect cultural knowledge or experiences more familiar to middle- and upper-class white students than to minority students. These questions often include vocabulary, idioms, or context that may be unfamiliar to students from different racial, ethnic, or linguistic backgrounds.
The SAT reading section often contains passages and questions that assume certain cultural references or historical knowledge more likely to be familiar to white students. This can lead to minority students struggling with questions that are not directly related to academic knowledge but rather to cultural exposure.
5. Persistent Racial and Ethnic Score Gaps. Data consistently shows significant gaps in average SAT and ACT scores between racial and ethnic groups. On average, white and Asian students score higher than Black, Latino, and Native American students. These score gaps often reflect broader systemic inequities, such as disparities in education quality, access to resources, and socio-economic status.
Example: In 2020, the average SAT score for white students was 1114, while Black students averaged 933 and Latino students averaged 978. These gaps, which have persisted for decades, are not simply a reflection of individual ability but rather broader social and educational inequalities.
6. Impact of School Segregation and Inequitable K-12 Education. Minority students, particularly Black and Latino students, are more likely to attend underfunded schools with fewer resources, lower-quality teachers, and less access to advanced coursework (e.g., Advanced Placement or International Baccalaureate programs). This inequitable educational foundation leaves students less prepared for standardized tests, which are designed based on assumptions of access to a rigorous, well-rounded education. Students attending schools in under-resourced urban or rural areas often have fewer opportunities to take advanced math or science courses, which impacts their performance on test sections like math or science reasoning on the SAT or ACT.
7. Bias in the Structure and Purpose of Standardized Testing. Standardized tests were historically designed in ways that perpetuated racial inequalities. The SAT, for instance, was developed in the early 20th century, in part to reinforce existing social hierarchies and was based on models of intelligence testing that were influenced by eugenics. While the SAT has evolved since then, its origins still raise questions about whether the test is inherently biased.
Critics also argue that standardized tests like the SAT and ACT are not strong predictors of college success, particularly for students of color. Research suggests that high school GPA and other factors, like extracurricular involvement and personal essays, are better indicators of college performance, yet many universities continue to rely on these tests for admissions.
8. Bias in Test Administration. Minority students often face unequal testing conditions, including overcrowded testing centers, noisy environments, and outdated facilities. Additionally, schools in lower-income areas may have fewer testing opportunities or offer fewer accommodations for students with disabilities, who are disproportionately students of color. Students from underfunded schools or rural areas may have to travel long distances to take the SAT or ACT, face cancellations, or deal with a lack of appropriate accommodations, which can hinder their performance compared to their peers from wealthier schools.
9. SAT Subject Tests and Advanced Placement (AP) Exams. Access to AP courses and exams, which can enhance college applications and allow students to earn college credit, is often limited for students in predominantly minority schools. Black and Latino students are underrepresented in AP courses, and even when they do take AP exams, they score lower on average than their white and Asian peers.
Example: In 2020, 72% of AP test-takers were white or Asian, while Black students made up only about 6% of test-takers. Among those who took AP exams, white and Asian students were significantly more likely to score a 3 or higher (the score needed for college credit) than Black and Latino students.
10. Racial Bias in College Board and ACT Policies. Wealthier students, who are disproportionately white, are more likely to retake standardized tests multiple times, which allows them to "super-score" (submit only their highest scores). In contrast, students of color often lack the financial resources or time to retake tests, limiting their ability to improve scores. Students who take the SAT multiple times typically see their scores improve with each retake. However, Black and Latino students are less likely to retake the SAT, partly due to the costs of registration fees and test prep, which leads to score gaps being reinforced.
Racial bias remains a significant issue in college admissions and entrance exams, which often serve to reinforce existing racial disparities in access to higher education. America needs to reform or replace standardized testing as a primary tool for college admissions. Colleges and universities need to implement test-optional and/or test-blind policies, and other broad systemic changes, to ensure a more equitable admissions process for all students, regardless of race, ethnic, or economic circumstances.
Next: Part 5: Politics and Political Opportunity
Mark M. Bello is an attorney and author of the Zachary Blake Legal Thriller Series and children’s social justice/safety picture books. He also hosts the popular bi-weekly podcast, Justice Counts (https://www.spreaker.com/show/justice-counts_1). Mark’s books may be found at all online booksellers and on his website, at https://www.markmbello.com.
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