Table 1
The integrative climate framework identifies domain-specific climates contributing to student satisfaction, organizational commitment, and retention or attrition, and promoting in/equality.
| CLIMATE | STUDENTS’ INDIVIDUAL PERCEPTIONS | RELEVANCE TO EQUALITY & RETENTION |
|---|---|---|
| Climates Pertaining to Social Identities | ||
| Diversity Climate | Extent to which the department values diversity & works to eliminate bias | Emphasis on fairness & elimination of bias fosters belonging, satisfaction, & commitment |
| Authenticity Climate | Department’s encouragement & provision of a safe environment for students to express authentic selves | Encouragement of free & safe expression fosters belonging & satisfaction |
| Climates Providing Student Support | ||
| Psychosocial Safety Climate | Department’s support & commitment to students’ psychological wellbeing & the prevention of distress due to graduate school demands & stress | Support for student stress management & wellbeing fosters inclusion, belonging, satisfaction, wellbeing, & commitment |
| Psychological Safety Climate | Department’s response to risk-taking behaviors, such as taking initiative, making mistakes, or speaking up about problems or concerns | Safety to take risks without fear of rejection, retaliation, or ridicule fosters learning, equity, voice behavior, & inclusion |
| Climates Defining Student Success | ||
| Mastery Climate | Extent to which the department values effort, sharing, & collaboration, emphasizes learning & skill development | Affirmation of effort & development fosters learning, cooperation, satisfaction, wellbeing, & inclusion |
| Performance Climate | Extent to which competition with, comparison to, & recognition from others are department’s standards for student success | Emphasis on competition & comparison fosters exclusion, burnout, & attrition |