ABSTRACT
Unfortunately, neither the structure of most American high schools nor the cognitive/ developmental abilities of most high school students allow these benefi ts to be widespread. We can assume that many, if not most, of the White students entering colleges and universities need some more focused attention on their own racial identities and the skills necessary to successfully engage in a multicultural community. Th e belief that they already get it poses yet another obstacle to White students’ engagement on diverse college campuses.
