The study on which this article is based investigated the salience of nationality in adolescents' self-concept as a function of the diversity of the school context. According to the distinctiveness postulate, people selectively attend to and encode aspects that are most distinctive. We therefore predicted that students in the nationally heterogeneous school environment would mention nationality more frequently in their spontaneous self-concept when questioned than would those in the more homogeneous school setting. Furthermore, we expected minority members to mention nationality more frequently. These predictions were confirmed and implications will be discussed.