Policy makers are looking for quick fixes to the racial achievement gap, but for the real fix we need to delve beneath the test scores and deal with the social and cultural functions of schooling. How does a student come to respect his "different" neighbours in the face of fear and apprehension about their culture? And how does a social context of "separateness" affect academic performance? Equity requires a heightened consciousness among educators to "do diversity" with depth: by increasing their own knowledge base to help narrow the divides among and between students and teachers who differ by race, ethnicity, culture, and socioeconomic status; by working to ensure that all students have equal opportunities to learn within the school; by maintaining a culture of high expectations for all students; by developing critically conscious and historically accurate pedagogy and curricula; and by preventing new forms of segregation within schools with due vigilance. (Contains 7 endnotes.)