Shaifta Khan
Educational institutions are routinely lauded as bastions of equality and opportunity, places where young minds are nurtured irrespective of background. However, beneath this veneer of inclusivity, covert racism operates as a subtle, pervasive, and often unconscious force. Unlike overt prejudice, which is easily identified and condemned, covert racism functions through seemingly neutral policies, microaggressions, and systemic omissions. For groups less central to mainstream anti-racism dialogue, such as individuals of South Asian heritage, these subtle dynamics inflict profound and long-lasting psychological and academic harm.
Covert racism manifests daily through interactions, institutional curricula, and structural dynamics that continuously mark South Asian students as “other.” Language-based microaggressions particularly invalidate their sense of belonging. Teachers or peers may mock or exaggerate South Asian intonations and accents, singling out students negatively. Inquiries like “Where are you really from?” directed at individuals born and raised in the country imply they are perpetual foreigners who do not truly belong. Backhanded compliments such as “Your English is so good!” express underlying surprise at fluency, reinforcing the assumption that English is not their native language. Furthermore, when educators feign difficulty in understanding clear speech, or obsessively correct pronunciation over substance, it discourages classroom participation and signals that students’ ideas matter less than how they sound. Intrusive inquiries about home languages can similarly frame a student’s personal life as incompatible with the dominant culture.
Stereotyping and the “model minority” myth present another layer of covert discrimination. While some stereotypes appear superficially positive, they flatten individual identity and create harmful pressures. Generalizations framing South Asians as naturally gifted in technology and mathematics lead to students routinely being asked to resolve technical issues regardless of their actual skills. This framing can also be weaponized to pit minority groups against each other, suggesting that other marginalized populations fail due to a lack of effort rather than systemic barriers. Beyond academics, comments or jokes about food smells cause students to feel ashamed of their heritage, while stereotypes portraying South Asian students as submissive or passive lead educators to overlook their voices in class discussions and dismiss their concerns.
Exclusion is equally built directly into the educational content and cultural environment. Educational content overwhelmingly prioritizes Western perspectives while South Asian history, art, and literature are omitted, marginalized, or framed as “exotic.” Where cultural integration does exist, it is often reduced to superficial gestures, such as brief mentions of Diwali without depth, or treating traditional clothing as mere costumes. Sharing cultural traditions or stories is frequently met with polite indifference from peers and educators, whereas contributions from
the dominant culture receive strong engagement. When South Asian communities are discussed, textbooks and curricula disproportionately focus on societal challenges or negative stereotypes, ignoring their rich historic and contemporary contributions.
The accumulation of these subtle biases negatively affects students’ well-being and academic growth. The pressure to live up to the “model minority” myth creates acute anxiety and a fear of failure, leading students to experience imposter syndrome and feel they must constantly prove their worth. Because educators assume South Asian students automatically excel, their real academic, social, and emotional struggles are frequently ignored, leaving them feeling unseen and unsupported. Being forced to act as a spokesperson for their entire ethnic group reduces students to tokens, discouraging them from pursuing interests outside stereotypical fields like science and technology. Socially, subtle segregation occurs when peer groups form along racial lines and majority groups fail to engage with non-dominant cultural references, leaving South Asian students feeling like outsiders even when physically present. Lacking space for authentic cultural expression creates pressure to conform to majority norms, leading to cultural alienation, while a lack of South Asian educators and administrators deprives students of relatable role models in authority positions.
Empirical research corroborates the widespread nature of these experiences. Studies indicate that 60.6% of students have witnessed anti-South Asian racism, while 40.2% have directly experienced it. Reported incidents range from accent mockery and cultural jokes to being stereotyped as default technical support. These negative racializing experiences directly impede academic progression, undermine self-esteem, and diminish overall well-being among ethnic minority students.
Dismantling covert racism requires structural changes that go far beyond simply condemning overt acts of prejudice. Educators must undergo continuous professional development to identify unconscious biases, eliminate microaggressions, and avoid viewing cultural diversity as a burden. Learning materials must be thoroughly audited and expanded to authentically integrate South Asian histories, literatures, and achievements alongside mainstream narratives. Schools must also actively recruit and retain diverse teaching staff and administrative leaders to ensure representative mentorship. Finally, disciplinary and support frameworks should be routinely evaluated to ensure equitable treatment and guarantee that every student receives the necessary academic and emotional assistance to reach their full potential.
