School Diversity Perspectives and Classmate Diversity Climate: Understanding High School Students' School Belonging, Well‐Being, and Intercultural Contact

ABSTRACT This study examined how school diversity perspectives (multiculturalism, critical consciousness, color‐evasion) may enhance student outcomes (school belonging, well‐being, intercultural contact) and whether a strong diversity climate among classmates (openness and appreciation of diversity) may moderate this link. We surveyed N = 280 high school students ( M age = 15.95; 47.5% female; 1.8% nonbinary) in the Netherlands. We performed multigroup structural equation modeling, comparing cultural minority ( n = 81) and majority ( n = 203) students, and multilevel analysis to separate individual‐level from classroom‐level effects. A strong diversity climate among classmates and color‐evasion in school (not multiculturalism and critical consciousness) were robustly, positively related to belonging and well‐being (minority and majority students) and intercultural contact (minority students). For all students, a strong diversity climate among classmates amplified the relation between color‐evasion with student outcomes. Findings highlight the need to distinguish school‐level policies from classroom‐level practices in addressing educational inequities between minority and majority students.