Recently, while visiting a colleague’s classroom to facilitate a conversation about race and poverty, I asked a group of African American and Latinx 10th grade students about their school’s upcoming Diverse Friends Day. For one lunch period, they would be forcibly integrated, coerced into celebrating diversity by sitting with classmates racially or ethnically different from them-selves—classmates with whom some of them normally wouldn’t socialize. “They mean well, but this activity is racist,” Pam shared.2“I don’t know about racist,” Tariq responded, “but I don’t want to do it.”José added, “A lot of the white stu-dents don’t like us. I don’t want to be forced to hang out with them.”I asked Pam to elaborate on her observation that Diverse Friends Day is racist. “There’s a lot of racism in this school,” she insisted. She wondered how disturbing her lunch—the only time she could relax in a predominantly white school—was going to change that. “I think Diverse Friends Day is for white people,” she concluded.Is she wrong? I don’t think so, especially in the absence of more serious racial equity efforts, which these students agreed were missing from their school. In my experience, many “celebrating diversity” initia-tives are crafted to help white stu-dents learn about diversity—not racism, but diversity—in ways that will be most comfortable for them. In some cases, students of color are used essentially as props for the gentle diversity education of white students through activities like Diverse Friends Day. This allows white people to opt out of consid-ering racial justice while deriving social and cultural benefits from diversity awareness. It creates the illusion of diversity appreciation while entrenching inequity. Requiring students of color to par-ticipate in these diversity spectacles while failing to attend adequately to inequity can be exploitive. Pam, Tariq, and José didn’t need to share lunch with white students to learn about difference, much less how racism operated around them. They developed these insights as a matter of survival. White educators were asking them to celebrate a diversity in which their experiences were invisible. This is one way white priv-ilege persists even in the context of diversity efforts