Affiliation:
1. Department of Psychology San Diego State University San Diego California USA
2. Carolyn A. And Peter S. Lynch School of Education and Human Development Boston College Chestnut Hill Massachusetts USA
3. Sanford School of Public Policy Duke University Durham North Carolina USA
4. Department of Psychology & Neuroscience Duke University Durham North Carolina USA
Abstract
AbstractThis study examined the relation between schools' color‐evasive versus multicultural diversity ideologies, school characteristics, and adolescent development. Across two datasets linking individual‐level survey data (N = 1692) and administrative records (N = 300,063; Mage = 12.4, 52% female, 48% male), schools' stated support for diversity (via a pro‐diversity mission statement) was related to adolescent mental health and academic achievement, but in nuanced ways depending on individual racial/ethnic backgrounds, the racial/ethnic diversity of the student body and teachers, and the extent of racial disparities in discipline and gifted education. Findings suggest that communicating support for diversity without redressing systemic inequities in school discipline and academic tracking will not reduce racism‐related achievement gaps and may instead exacerbate mental health disparities.