“I’ve heard the word ‘diversity’ quite a few times,” began United States Supreme Court Justice Clarence Thomas, “and I don’t have a clue what it means. It seems to mean everything for everyone.” That is how the Justice responded to an opening statement made last fall by legal counsel defending affirmative action in college and university admissions. Seemingly casting doubt on the underlying premise of race-conscious policies – i.e., that a diverse student population performs better academically – Thomas’ incredulousness runs counter to a robust consensus around the meaning of diversity and the value it has in education and society more broadly. I confirmed this consensus through my work producing a literature review looking into the meaning and value of diversity in public education.