Racist grading practices and policies in higher education have existed to perpetuate white supremacy and privilege while at a disservice to minority students. Minority students in higher education often face discrimination for being of a lower socioeconomic status or skin color; this is shown in academic achievement and student experiences at higher education institutions. This study examines racist grading methods and how said grading methods have negatively impacted minority college students across the United States. This study primarily analyzes sources that have documented detailed accounts of racism and racist policies and alternative grading strategies. I will focus on finding non-traditional and different grading methods in higher education, especially in STEM and Social Sciences. I will use Google Scholar and Atkins Libary at UNCC, records, journal articles, books, and essential items through this research. A solution that I came up with to end racist grading methods is contract grading; contract grading is a non-traditional method that is a form of grading which results from cooperation between an instructor and their students. Contract grading emphasizes writing policies and labor much more than final products meaning that professors or instructors make prioritizing process over product more explicit. An example of contract grading is ‘’to obtain x grade; a student must have fewer absences, a student must complete this amount of drafts on time, a student must have completed this amount of workshops on time.