I argue that enrollment of a diverse student body is but a pragmatic first step toward the broader social goal of inclusion and ask whether motives for campus diversification are aligned with pedagogic goals. I address this question by focusing on inclusion, namely, organizational strategies and practices that promote meaningful social and…

This paper examines student cross-group relationships in a comprehensive high school in Baltimore County, Maryland, between 1985 and 2000. The findings of this research, situated at the intersections of three lenses of inquiry--oral historical analysis, ethnography, and critical studies--bring to light how institutional norms, broader demographic…