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Assessing the climate for diversity becomes key for institutions that wish to create comfortable, diverse learning environments. This chapter highlights key diversity issues for consideration in a climate study, including those that affect women; racial and ethnic minorities; lesbian, gay, bisexual, and transgendered (LGBT) students; and disabled students.

The Climate for Diversity: Key Issues for Institutional Self-Study Sylvia Hurtado, Deborah Faye Carter, Diana Kardia Recently, many campuses have engaged in self-study in order to understand the climate as experienced by an increasingly diverse student body. Increases in diverse groups of students have led to both conflict and new campus opportunities for students to learn how to live and work in a complex, diverse society. Assessing the climate for diversity becomes key for institutions that wish to create comfortable, diverse learning environments. It is best accomplished when the campus is engaged in proactive activity that is part of the regular planning and evaluation process (Hurtado and Dey, 1997). Our goal for this chapter is to highlight key diversity issues for consideration in a climate study, including those that affect women; racial and ethnic minorities; lesbian, gay, bisexual, and transgendered (LGBT) students; and disabled students. These climate issues are also pertinent to majority students in diverse environments and are quickly becoming a regular part of comprehensive climate studies on college campuses.

The Climate for Women in Higher Education Currently, female students constitute half or more of the postsecondary population and have high educational aspirations and levels of academic performance. These successes for women have prompted researchers to call for higher education to respond specifically to the goals and needs of female students (Astin, 1990; Martin, 1997). For instance, faculty may need to change their pedagogy and their assumptions about students to ensure that more women enter and remain in math and science majors and earn degrees in these fields. Astin (1990) also asserts that female students are not a monolithic NEW DIRECTIONS FOR INSTITUTIONAL RESEARCH, no. 98, Summer 1998 Š Jossey-Bass Publishers

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