Past research has revealed a documented trend that in America, people, believing in an egalitarian code of ethics, are impelled by the desire to appear unbiased and would prefer to see themselves as less prejudiced than their actions betray (Devine et al, 2002). When confronted with the discrepancy between their beliefs and their actions during interracial interaction, they manifest attempts at reparation in subsequent encounters (Monteith, 1993). Developing the theme of attempting reparation after failed interracial encounters, we sought first to create in our subjects feelings of dissatisfaction at the lack of diversity in their personal relations, then presented them with the opportunity for reparation. In the current study, we investigated the effect of priming with diversity NYC public school teachers, who were shown a videotape depicting an example of one teacher’s bias in the classroom. We hypothesized that participants who were reminded of their own encounters with diversity would be more sensitive, and identify more inequities than their control counterparts. Our hypothesis was supported; and our study further suggested that awakened awareness of diversity in life experiences tended to assist in fostering the detection of discriminatory treatment in the classroom.