“肯定多样性”是“肯定性行动”与“多元文化主义”相结合的产物,是美国族群政治与民族高等教育发展的第三阶段。它既是美国少数族群与主体族群之间政治和法律博弈的结果,也有着深刻的文化、教育和经济意蕴。其核心观点是:多样性不是问题,而是资源。这对于我们理解和处理民族及其文化多样性问题、发展民族教育都具有一定的启示意义。对于内地高等教育民族班(校)教育而言,我们应努力促进各民族大学生在教室内外的正式与非正式互动和交流。 “Positive diversity” is the product of the combination of “affirmative action” and “multiculturalism.” It is the third stage of the development of American ethnic politics and national higher education. It is not only the result of the political and legal games between the ethnic minorities and the main ethnic groups in the United States, but also has profound cultural, educational and economic implications. The core point is that diversity is not a problem but a resource. This is of some enlightenment to us in understanding and handling the issue of ethnic and cultural diversity and developing ethnic education. For the education of ethnic classes (schools) in higher education in the Mainland, we should strive to promote the formal and informal interactions and exchanges between students of all nationalities in and out of the classroom.