This study will use mixed-methods analyses of focus group and daily diary data to explore whether quasi-random assignment to an ethnic studies class increases the frequency of identity-related experiences in daily life and ethnic-racial identity (ERI) development relative to a standard social studies course. An intersectional lens, which considers how systems of oppression affect people with multiple marginalized or privileged identities, has informed data collection and the proposed analyses (Crenshaw, 2017). This aim addresses gaps in the literature on ethnic studies by evaluating a universally-delivered curriculum in multiethnic, multiracial classrooms. It also further extends research on interventions to promote the resilience factor of ERI among diverse adolescents.