Racial equality is promoted on nearly every academic campus across America; however, research has shown that educators express racial bias in various ways. The purpose of this experimental research was to determine the extent of racial bias among White, undergraduate professors, an area lacking previous research. The study tested whether a statement describing such bias, presented to those in the experimental group, given prior to grading could be used to suppress discriminatory evaluations. Grounded in social identity theory, it was hypothesized that White instructors would grade an essay written by a Black student lower than a White student; however, this difference was expected to dissipate with the insertion of the statement of stereotype awareness. A total of 180 White undergraduate college instructors (39% male) were recruited from higher education listservs. A 2x2, between-subjects, factorial design was performed in which the two independent variables were the racial designation of the essayist (i.e., White or Black) and statement of stereotype awareness (i.e. presence or absence). The dependent variable was the singular percentage (i.e., 0-100) grade on the essay. Regardless of stereotype awareness, White instructors were significantly more likely to grade Black students an average of 4 points higher than White students. Simply mentioning the possibility of racial bias in education (i.e., stereotype awareness) elevated grades for both races by about 5 points. In an effort to avoid discriminating against Black students, White instructors overcompensated by grading higher. Understanding how prejudice presents itself in today's academic institutions has positive social implications for developing effective techniques to reduce bias and discrimination in the classroom.