Purpose: This article describes one charter school’s ‘diversity’ initiative—a relocation to a racially and socioeconomically diverse site—intended to reintegrate minoritized students displaced by gentrification. Research Design: We employ Critical Race Quantitative Intersectionality to frame the descriptive analyses of student enrollment, city census, and parent survey data that narrates the resulting student demographics after a school’s relocation. Our goal in utilizing an anti-racist framework rooted in Critical Race Theory is to a) quantify the racist material impact of “race-neutral” reform through intersectional data mining, b) disrupt the notion of letting “numbers speak for themselves” without critical analysis, and c) taking a transdisciplinary perspective to reveal the hidden patterns of whiteness under the guise of diversity. Findings: Our findings highlight the limits of a school’s agency to implement ‘diversity’ policies aimed at reintegrating minoritized students displaced from opportunity. While the relocation racially diversified the student population, the policy failed to reintegrate the district’s historically minoritized population. This exclusion both limited who had the right to use and enjoy the school and reinforced the school’s status and reputation, thus cementing its whiteness as property. Implications: We conceptualize diversity dissonance as a framework that challenges the unary ahistorical criteria that describe current school demographics, and calls for leaders and policymakers to problematize how the construct of diversity is interpreted when considering minoritized students’ access to programs and schools. Diversity dissonance situates diversity from solely an inclusive rhetoric to an exclusionary one, where limited access reinforces status—mimicking rather than juxtaposing whiteness.

中文翻译：

---

作为一所学校搬迁和重新融入计划的暗示的多样性失调

目的：本文描述了一所特许学校的“多元化”倡议——搬迁到一个种族和社会经济多元化的地点——旨在让因高档化而流离失所的少数族裔学生重新融入社会。研究设计：我们采用批判性种族定量交叉性来构建对学生入学、城市人口普查和家长调查数据的描述性分析，这些数据描述了学校搬迁后产生的学生人口统计数据。我们利用植根于批判种族理论的反种族主义框架的目标是 a) 通过交叉数据挖掘量化“种族中立”改革的种族主义物质影响，b) 打破让“数字代表自己”而不批判的观念分析，以及 c) 以跨学科的视角揭示隐藏在多样性幌子下的白人模式。发现：我们的研究结果强调了学校机构在实施旨在让失去机会的少数族裔学生重新融入社会的“多元化”政策方面的局限性。虽然搬迁使学生人口种族多样化，但该政策未能使该地区历史上的少数族裔人口重新融入社会。这种排斥既限制了谁有权使用和享受学校，又加强了学校的地位和声誉，从而巩固了其作为财产的白度。启示：我们将多样性不和谐概念化为一个框架，挑战描述当前学校人口统计的一元非历史标准，并呼吁领导者和政策制定者在考虑少数民族学生进入课程和学校的机会时，对如何解释多样性的构建提出问题。