Motivated by increasing attention to citizenship development in American higher education, this exploratory study examines the level of involvement in and commitment to community service among higher education faculty. Although most report performing some form of community or volunteer service, women, non-White, and lower-ranking faculty tend to be the most involved. The personal values of altruism, service, and community orientation appear to be the primary determinants of commitment to this type of activity.

❖ Student perceptions of negative campus climate were predictive of Asian American students' depression levels in spite of students' entering proclivities toward depression and in spite of varying institutional types. In addition, these findings were consistent whether individual Asian American perceptions of campus climate were entered into the equation or whether institutional levels of campus perceptions (which included all racial and ethnic groups) were entered into the equation. Therefore, higher education institutions that are perceived by students to discriminate against individuals based on race or ethnicity, gender, sexual orientation, or disability may put their Asian American students at risk for severe psychological consequences. Implications for mental health services are discussed.While many higher education institutions across the country have made efforts at becoming "inclusive" multicultural learning environments, incidents of discrimination and prejudice continue to be prob-74

Contrary to notions that faculty women are overly sensitive and over-dramatize their work-life challetiges, quantitative and qualitative data from a large public research university provide contrasting work-life experiences for female and male faculty. Significant gender differences, emphasized by rich description from faculty, are reported in teaching, service, and research responsibilities that contribute to increased levels of stress for women. Specific strategies for creating more equitable and less stressful work environments are highlighted.

This study examined student perceptions of their learning environments at 130 American colleges and universities. Results indicate that students of color, women students, and gay/lesbian students are the most likely to observe and experience prejudice and discrimination within and outside of their classrooms. Fortunately, the development of strong student-faculty relationships significantly mitigate negative campus climate and support the formation of inclusive learning communities. Institutional implications are discussed.Keywords Campus climate Á Student-faculty relationships Á Higher education Á Students of color Á Women students Á Gay/lesbian students Á Students with disabilities Over the last decade, higher education affirmative action programs have continued to come under question. Despite legal battles to curb diversity initiatives, most Americans support efforts to bring different perspectives to campus in creating inclusive learning communities. Two-thirds of survey respondents (of which 75% identified themselves as white) said that it is very important for colleges and universities to prepare students to function in a diverse society and 55% said these students should be required to study different cultures as a graduation requirement. Another 71% said that diversity education on college campuses is bringing Americans together (Estrin 1998). Moreover, multiple U.S. Fortune 500 companies filed Amicus Briefs in support of the University of Michigan's Law School policy (and subsequent court case) to include the consideration of race/ethnicity as a part of applicants' admissions materials.Despite a U.S. Supreme Court opinion affirming the importance of a diverse student body in achieving educational gains, higher education students report that women and students of color still face stereotypes (Bresciani 2003), incidents of racial harassment persist (Kotori and Malaney 2003) causing increased stress for students of color (Johnson

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