 Third, the straining by academics to show that cross-racial interaction is essential, indispensable, vital, necessary, or imperative to a good education, if taken at face value, leads to an unpleasant conclusion, namely that a lot of black college students suffer a deficient education. The young woman who excels at Dunbar High School in Washington, DC (enrollment 95 % black, 1 % white) and then gets her Bachelor of Science degree in statistics magna cum laude at Spelman College (enrolling, in 2017, one white among its 2097 students) is, according to Fortune 100 companies, not the sort of employee they want. Graduates of Fisk University (0.7% white) or Tougaloo (0.6% white) or Florida A &amp; M (3.5% white) haven’t achieved enough cognitive growth, haven’t sufficiently honed their problem–solving skills—is that what we are supposed to conclude? The University of Texas (enrolling 25% Hispanics and 5% blacks) contends that without a “critical mass” of minority students it can’t reap “the educational benefits of diversity.” Does this mean that Prairie View University, two hours down the road from Austin and enrolling 7% Hispanics and 1.8% whites, has to do without those benefits? Are its students poorly prepared for “our increasingly diverse workforce and society” (Fisher 2016, at 2210, 2211)? Defenders of affirmative action should think twice about claiming an education in a “non–diverse” setting must be degraded. 