Student perceptions of the climate for diversity: The role of student–faculty interactions.

This study uses data from the 2014 wave of the Student Experience in the Research University (SERU) survey to examine the association between students’ interactions with and perceptions of faculty in college and their perceptions of the climate for diversity at research universities. Results revealed that frequently communicating with a faculty member by e-mail or in person, experiencing equitable and fair treatment by faculty members, and being satisfied with access to faculty members outside of class were positively associated with positive perceptions of the climate for diversity; while engaging in creative work with a faculty member, engaging in research activities with a faculty member, working with faculty members on activities other than coursework, talking with a faculty member outside of class about issues and concepts derived from a course, and knowing a professor well enough to ask for a recommendation letter were negatively associated with positive perceptions of the climate for diversity. Additionally, findings from this study suggest that these relationships may be moderated by students’ sex, race/ethnicity, and social class.