Because campus officials are relying on personal communication technologies to communicate with students, a question arises about access and usage. Although communication technologies are popular among college students, some evidence suggests that differences exist in ownership and use. We examined patterns of student ownership and use of cell phones and use of instant messaging, focusing on three predictors of digital inequality: gender, ethnicity, and income. Logistic and hierarchical linear regression analyses were used to analyze results from 4,491 students. The odds that female and white students owned cell phones were more than twice as high as for men and African-American students. Students in the $100,000-$149,000 per year income bracket were more than three times as likely to own a cell phone than those from the median bracket. However, being female, African-American, and/or from the highest income brackets was positively predictive of the number of text messages sent and the amount of time spent talking on a cell phone per week. We found no differences between students on the use of instant messaging. Implications of these results, as well as areas for further research, are provided.

Perceived classroom fit was examined as interactions between learning style and educational climate, as measured by the Myers-Briggs Type Indicator and Salter Environmental Type Assessment. An asymmetrical log-linear analysis of 421 students revealed different patterns of fit. Thinking students of either gender did not indicate a preference for classroom climate. Both feeling men and women reported poorer fit with thinking classrooms. Only feeling women reported better fit in feeling classrooms. Implications for practice are offered.

The Salter Environmental Type Assessment (SETA) was designed to be a commensurate measure for the Myers-Briggs Type Indicator instrument. To test its utility in the workplace, this study of the SETA was conducted with the Work Environment Scale and a sample of 202 college students. The results appeared consistent with previous research with both assessments and theoretical assumptions behind the two approaches to workplace measurement. The preliminary correlational analysis revealed multiple correlations that supported concurrent validity. To further examine the convergence between the assessments, a principal components factor analysis of the correlational results revealed three factors that accounted for 70% of the variance. Factor 1 appeared related to positive work settings (Extraversion, Intuition, and Feeling with Autonomy, Involvement, Innovation, Peer Cohesion, Supervisor Support, and inversely with Control). The second factor concerned structure in work settings (Judgment with Clarity, Task Orientation, and Physical Comfort). A third factor included Work Pressure and Task Orientation.

The stability of learning style preferences, as measured by the Myers-Briggs Type Indicator (MBTI) and Learning Style Inventory (LSI), was examined using a configural frequency analysis of differences. Thirteen cohorts (222 graduate students) completed the instruments 3 times during their programs. Implications for use of learning style measures are discussed.

Using Jungian constructs as a lens, we examined the "chilly" classroom dynamic. One hundred forty-two upper-class women, majoring in either education or engineering, responded to two open-ended questions about classroom characteristics that encouraged or discouraged participation. To "take the temperatures" of these classroom climates, the Salter Environmental Type Assessment (Salter, 2002)was used to group their responses as either feeling or thinking. A content analysis of those comments suggested that instructors play a pivotal role in creating a positive climate for women. Suggestions for improving educational environments are offered.