The "problem of the 21st century" is rapidly expanding diversity alongside stubbornly persistent status and power inequities by race, ethnicity, gender, class, language, citizenship and region. Extensive technological, economic, political and social changes, along with immigration, combine to produce a global community of great diversity and interpenetration. Unfortunately, this global community continues to be fractured by extreme disparities in wealth and power, divided into "haves" and "have-nots." Universities around the globe can play critical roles in economic development and sociocultural exchange. Where different communities interact, overlap, exchange and compete for scarce resources, complex challenges are presented. Current discourse often views difference and diversity as problems; however, a growing scholarship reframes difference and diversity as potential resources. This volume presents research into the consequences of difference and diversity for higher education. An international group of scholars reflects on the challenges and prospects of diversity, difference and inclusion for universities in their respective societies. Various theoretical and empirical perspectives are used to better understand how diverse populations and expectations intersect to influence higher education and societies globally. Diversity and difference are defined broadly to encompass specific national contexts and their particular emphases on race, ethnicity, gender, culture, language, religion, sexual orientation and/or region. We find that around the world, higher and tertiary institutions confront the "diversity imperative" with varying approaches, success and "best practices." This book is divided into four sections: Section I: Diversity Policies and National Contexts; contains the following chapters: (1) Nigerian Universities and the Problem of Cultural Diversity: Policy Responses and Consequences (L. A. Jinadu); (2) How to Meet the Challenge of Diversity in the French System of Education? (S. Ouaja); (3) Polish Universities as a Place of Study and Academic Careers: Class and Gender Considerations (R. Siemienska); (4) Diversity in Education: The Chinese Version (Kai-Ming Cheng); (5) Diversification in Russian Higher Education: Profiles, Foundations, and Outlooks (A. Rezaev). Section II, Obstacles to Diversity: Examining the Educational Pipeline presents the next series of chapters in this book; (6) Higher Education, "Race" and the Inclusive Society (P. Ratcliffe); (7) The Diversity Challenge: The Representation of Ethnic Minorities in the Dutch Educational System (P. Brug); (8) Gender Diversity in Higher Education: The Women Are Fine, but the Men Are Not? (F. Bonner); and (9) The Quest for Equity in California Higher Education: Implications for a Global Society (R. Teranishi). Section III: Institutional Change and the Transformative Potential of the University, contains the following chapters: (10) Sticks, Stones, and Broken Bones: Rhetoric and Reality in the University of Michigan Affirmative Action Cases (W. Allen); (11) Widening Participation in the United Kingdom Universities: The Challenges of Achieving Race Equality (D. Phillips; L. Turney); (12) Diversity and Learning for a Pluralistic Democracy (S. Hurtado); (13) College Context and Access to Careers in Science, Mathematics, and Engineering (M. Bonous-Hammarth); (14) Sounds and Silences: Gendered Change in Higher Education Institutions in the Commonwealth (L. Morley); (15) Challenges and Prospects for Achieving Diversity: The Case of South Africa (H. Africa); and (16) Affirmative Actions and the Scheduled Castes: Access to Higher Education in India (G. G. Wankhede). Section IV, Innovation and Diversity: New Horizons in Higher Education, contains the final chapters: (17) Who Shall be Educated?; Governmental Policy Influences on Educational Opportunity (C. Camp Yeakey); (18) Quantitative Approaches to Measuring of Student Body Diversity: Some Examples and Thoughts (M. J. Chang; E. Yamamura); (19) Achieving Justice and Equality in U.S. Higher Education: Exemplary Models and Preliminary Findings (W. Trent; Y. Gong); and (20) Seeing and Being Seen: Uses of Photography to Improve Campus Climate for Diversity (C. Petersen).