Several decades of interdisciplinary research have demonstrated the benefits of racially and ethnically integrated K12 schools. However, there is still much we do not know about what happens inside diverse schools that lead to these outcomes. In this article, we argue that the study of diversity in higher education, with its greater focus on internal institutional dynamics and a broader range of outcomes, can help K12 researchers fill in these gaps. However, the framework for studying diversity in higher education cannot be applied to K12 schools without first accounting for developmental and structural differences across students and sectors. To that end, this article summarizes the main components of the framework for studying diversity in the higher education literature—compositional, interactional, and organizational diversity—as well as the broad range of outcomes including not only academic achievement but also skills for lifelong learning and dispositions for citizenship in a multiracial democracy, and suggests how they can be adapted for K12 research. We argue that with this comprehensive but adapted framework, research on K12 education can inform practice and policy by providing more insight into the underlying mechanisms of school diversity and its consequences.

中文翻译：

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超越构成：K12学校多样性研究可以从高等教育研究中学到什么

几十年的跨学科研究证明了种族和民族融合的 K12 学校的好处。然而，对于导致这些结果的不同学校内部发生的事情，我们仍然知之甚少。在本文中，我们认为对高等教育多样性的研究，更加关注内部制度动态和更广泛的结果，可以帮助 K12 研究人员填补这些空白。然而，如果不首先考虑学生和部门之间的发展和结构差异，就不能将高等教育多样性研究框架应用于 K12 学校。为此，本文总结了高等教育文献多样性研究框架的主要组成部分——组合、互动、和组织的多样性——以及广泛的成果，不仅包括学术成就，还包括终身学习的技能和多种族民主中的公民素质，并建议如何将它们用于 K12 研究。我们认为，通过这个全面但经过调整的框架，对 K12 教育的研究可以通过更深入地了解学校多样性的潜在机制及其后果来为实践和政策提供信息。