Diversity is said to bring about a host of educational benefits, yet on campus or off, things aren't working out the way diversity experts planned. In this article, the author reviews recent research challenging the "contact hypothesis," which asserts that putting individuals of disparate cultural backgrounds in the classroom and other social settings will prove inherently beneficial and enriching. The author concludes by stating that what can be said with absolute certainty is that the terms of interracial contact on college campuses today are highly unfavorable to achieving the goals that racial pluralists and diversity advocates say they support. We must move to end affirmative action mismatching and return to the simple idea that college admissions decisions must be race- and ethnicity-neutral. (Contains 30 footnotes.)