Those committed to the multicultural transformation of the psychology profession must become familiar with ways to initiate and maintain this challenging process. The efforts of a graduate training program to sustain its multicultural evolution are presented along with longitudinal outcome data. Over time, diversity interventions were seen as more effective while differences in the success ratings among students of color and their White peers decreased. Reports of having heard about, seen, or experienced prejudicial behavior, however, remained unchanged. The institutionalization of multicultural change procedures, the revision of assessment instruments for long-term use, and the potential benefits of comparative diversity research are discussed. CHRISTOPHER D. TORI received his PhD from the University of Kentucky in 1971. He is a clinical psychologist and a professor at the California School of Professional Psychology-San Francisco Bay, Alliant International University. His research activities center on cross-cultural and psychometric inquiries. DALIA G. DUCKER received her PhD in social psychology from the City University of New York in 1974. She is a professor at the California School of Professional Psychology-San Francisco Bay, Alliant International University. Her professional interests include research on employed women and evaluation of social programs.

The Diversity Mission Evaluation Questionnaire (DMEQ) was developed to assess attitudes, beliefs, and experiences pertaining to multicultural matters at a graduate program in psychology. Using scores of 247 students, 57 faculty, and 19 staff, the authors revealed three latent traits through exploratory factor analysis: Overall Success, Open Discussion of Diversity Issues, and belief that multicultural activities were Freely Undertaken. The high internal consistency of all of these scales (as > .81), coupled with expected between-groups differences and significant correlations with experiences of prejudice, suggests that the instrument assessed diversity issues in a precise and valid manner. It was concluded that the DMEQ could be used by institutions desiring to assess their multicultural climates. Evaluative data from a graduate school that has adopted and implemented a diversity mission are presented, and issues related to multicultural change are discussed.The increased diversity of the U.S. population has been well documented, and the implications of these changing demographics for psychology have been widely discussed (Atkinson, Brown,

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