As a result, much of what happens in school amounts to teaching a hidden curriculum in which children learn to value competition, materialism, work over play, obedience to authority, and attentiveness. Thus, schools do not socialize children for their own well-being but rather for their later roles in the workforce, where it is important to be well behaved and ‘know your place’ (Davies & Guppy 2013 in Lothian Murray, Linden, and Kendall 2017, pg. 94). So, the question here one could ask is, “well, if they are unaware of the said stereotypes, could they do better?”, The query here has yet to be discovered, but research has already proven that once these children have been made aware of the stereotype, doing poorly on any test fulfills the theory. In the second study we would attempt to look at the stunning rate at which minorities are being sent back to their native countries for little to no crime related offences and how rarely we focus on immigrant populations. The idea is to dive into the role the law makers play in deportation without the proper procedures being honored for working documented and undocumented citizens. This body of work is especially important because attempts at identifying the larger issue at hand, which is the racism that is persistent in our current culture and how it effects our social consciousness. The study will work to address the question: • Why do black children in segregated schools have higher self-esteem have higher self-esteem than ones in integrated schools?>