It sounds as if the problem has already been corrected as far as the outcome for you.
And in the individual case, it’s very hard to tell or to prove whether racial bias played into what happened. I don’t think any of us here should be too quick to bat away such suspicions - there is plenty of research to show that students of color are referred to gifted programs, honors classes, etc. at lower rates even when you control for grades and scores. It definitely happens. Whether that was the operative factor in your case - it’s possible but then again it could have been some other reason or just a mistake. That’s the insidious nature of racial bias - it’s often hard to prove but also hard to rule out.
IMHO, the direction to take this in now is to look into the statistics and trends at your school, as far as tracking students of color into Honors classes. I think it would be a great thing to do, to advocate for greater diversity and representation in these classes, and to question whether students of color are being given this option as often as possible. In that context, you can point out your own experience, not as a grievance per se, but as a “case in point” that shows how one clearly qualified student would have been passed over if not for her own initiative.
I know that at my daughters’ high school, one thing that was done to promote diversity in Honors and AP classes was to loosen the whole “referral” system and give students more freedom to self-refer if they wanted to seek more challenge. This might be something you could advocate for. If you address it as a systemic issue, rather getting too caught up in trying to debrief your teacher’s specific intentions and biases in your individual case, you may be able to smooth the path for the students who come after you, and give your teacher an opportunity for self-reflection in the process.