The subtle or overt ways in which women and men students are often treated differently are discussed, and actions that can be taken to create a learning climate that fosters the intellectual growth of all students are identified. Information was obtained from several kinds of sources, including empirical studies of postsecondary and other classrooms, reports and surveys, and responses to requests for information. Topics include the following: how a "chilly" climate for women affects all students and can interfere with the educational process; devaluation and the postsecondary learning climate; experiences in early schooling; experiences in society and everyday inequities; everyday inequities in the postsecondary setting and in individual student-teacher interchange; the power of words and the classroom's silent language; everyday inequities in talk that may be carried into the classroom; ways of conducting discussion that can discourage women students; groups of women who may be especially affected, including women graduate students, women in traditionally "masculine" fields, women minority students, and older women students. Policy and general recommendations are offered along with recommendations for the following parties: presidents, deans, department chairs, student affairs personnel, faculty, women students and special groups of women students, and professional associations and organizations. Recommendations regarding curriculum, promotion of institutional research, faculty development programs, and classroom climate issues are also presented. A selected list of areas for further research, a student-faculty communication checklist, and a student perception questionnaire are appended. (SW)