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

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.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/43632/1/11162_2005_Article_2967.pd

Enhancing workplace learning for international students in psychology: Learning from students' and supervisors' perspectives

Psychology programmes provide a unique context for international students undertaking work placements. Based on in-depth interviews with international students and their supervisors, this chapter explores how the life histories of international students shape the strengths and vulnerabilities they bring to placements. We then describe how these strengths and vulnerabilities intersect with the affordances provided by workplaces to shape students’ experiences. We conclude with a number of recommendations for universities, supervisors, and workplaces to enhance the learning and performance of international students, as well as their contribution to workplaces