Curriculum matters: Creating a positive climate for diversity from the student perspective

Abstract

The purpose of this paper is to identify the factors that predict students’ perceptions of their institution’s success in achieving a positive climate for diversity. This study examines a sample of 544 students at a large, public, predominantly White Mid-Western institution. Results show that students’ perceptions of the institution’s ability to achieve a positive climate for diversity is a reflection of students’ precollege interactions with diverse peers and the institution’s ability to incorporate diversity-related issues into its curriculum. Results also indicate that these perceptions differ by race and gender. Implications for institutional researchers are discussed.