U.S. Supreme Court opinions have left some doors open for institutions to build the kinds of diverse student populations that are known to enrich the learning of all students. But simply inviting diverse students through those doors is not doing nearly enough. In this article, the authors detail the problem of educational diversity and explore why it matters for educators, particularly those who have responsibility for helping students develop sensitivity to and appreciation for diverse perspectives. Instead of reading court documents and amicus briefs for legal guidance, the authors read them for educational guidance and paid close attention to how the notion of diversity was understood and articulated. Based on this close reading, the authors arrived at several conclusions. First, the diversity rationale is more than a fashionable slogan. Second, the authors believe the rationale, especially regarding the benefits of diversity equation, is limited by "magical thinking." Third, and a contributor to this magical thinking, is that the rationale is strategically decoupled from any interest in remedying the present effects of past discrimination. The authors discover, however, that focusing more attention on remediation will not only improve the internal logic of the diversity rationale but also bring campuses closer to realizing a broader sociological imagination. (Contains 14 notes.)