Canadian colleges and universities have begun to acknowledge systemic and institutionalized racism by developing equity statements and policies in support of diverse and accessible learning environments. To encourage these equitable statements and policies as actionable, analysis of racial bias and methods for reducing its occurrence are warranted. In this article, literature on relational frame theory in the context of racial prejudice is reviewed, including treatment approaches shown to be less effective and those that appear promising. The integration of a functional contextual approach into pedagogy is considered with an aim to better understand the origins of racial prejudice. Finally, recommendations on the examination of personal and sociocultural bias among educators and their students are provided.