Can School Diversity Policies Reduce Belonging and Achievement Gaps Between Minority and Majority Youth? Multiculturalism, Colorblindness, and Assimilationism Assessed

= 1,384) majority students' school belonging and achievement (self-reported grades) 1 year later. Multiculturalism predicted smaller belonging and achievement gaps over time; colorblindness and assimilationism were related to wider achievement and belonging gaps, respectively. Longitudinal effects of colorblindness on achievement were mediated by (less) prior school belonging.