In today's society it is clear that minority groups are severely disadvantaged in a multitude of ways. It is almost unfathomable that this begins within the education system, as they cement, rather than distribute, these obvious disadvantages. Schools do not aim to keep disadvantaged people at a disadvantage, however, it is clear that they are not doing enough to change the cycle, thus demonstrating that the education system is currently perpetuating and legitimizing social inequality – and this should not be supported. The purpose of this essay is to highlight the power of race to play a critical role in influencing a student's chances of succeeding in school. This will be done by addressing the following major themes: social justice, disadvantages. Unfortunately, these 'presumed' behaviors that one must possess to be successful in school studies are not obtained by all individuals, especially those of different races - with a different 'hidden curriculum'. Hidden curriculum is unwritten, unofficial, and can often consist of unintended lessons that students learn in schools. These skills often go unexamined and for this reason remain the status quo. The problem with this regarding race is that many people may not possess the assumed knowledge, therefore educators have a lower expectation of minorities or immigrants and this will lead to a negative effect on their academic achievement. Many children of different races and cultures are not fully aware of how to read and answer tests correctly and do not understand many other concepts assumed in most educational systems. This leaves children of a different race at an immediate disadvantage, no matter how much effort they put in. Cultural capital has a distinct relationship with race as different races adopt different characteristics from their families. Cultural capital can rely on exposure to music, art, museums, languages, cuisines, books, and many other aspects of cultural awareness. It is clear that the more cultural capital a student possesses, the better his or her academic performance will be. Teachers tend to favor students who possess cultural capital that most closely resembles them. While much cultural capital comes from close relatives, it is not limited to that. Within the school system students have the ability to have cultural capital influenced by their peers, interests and the cultural capital they possess. In many communities, race plays a role in consensus about cultural capital, whereby people often do not possess much cultural capital outside of what their peers do. It is important to consider cultural capital as a mechanism of cultural reproduction; schools often use it to unknowingly reinforce the stratification of society. Because many people from minority groups are disadvantaged in the education system, it is important to educate them in a way that takes into account their lack of cultural capital. People from disadvantaged backgrounds may not have much culture