Although the affirmative action cases of Gratz and Grutter limited the formulaic use of race in college admissions decisions, the University of Michigan’s core argument prevailed. As a result, colleges and universities may implement affirmative action policies in which race is used as a factor in admissions decisions to create a diverse environment that leads to positive educational outcomes. The task of documenting these positive educational outcomes entails attending to various elements of the organization, including campus climate, leadership, interaction dynamics, curriculum, and other aspects of the environment. Given the complex nature of campus environments, uncovering evidence that demonstrates the contributions of racial/ethnic diversity or the differences that diversity makes is not an easy task. However, there is a growing body of literature that points to the significance of and need for racial diversity on college campuses to affect educational outcomes, curriculum, and racial attitudes and behaviors of students. These changes can ultimately transform predominately white institutions into increasingly inclusive environments that promote a culture and climate that prepare students to live and work productively in a multiracial democracy.

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