As the diversity of the students on campus increases, the importance for everyone in authority to understand students' distinct cultures and how they perceive institutions, and equally, to understand their own privilege, and often unconscious cultural assumptions, has never been greater. This book presents a comprehensive set of resources to guide students of education, faculty, higher education administrators, and student affairs leaders in creating an inclusive environment for under-represented groups on campus. It is intended as a guide to gaining a deeper understanding of the various multicultural groups on college campuses for faculty in the classroom and professional staff who desire to understand the complexity of the students they serve, as well as reflect on their own values and motivations. The contributors introduce the reader to the relevant theory, models, practices, and assessment methods to prepare for, and implement, a genuinely multicultural environment. Recognizing that cultural identity is more than a matter of ethnicity and race, they equally address factors such as gender, age, religion, and sexual orientation. In the process, they ask the reader to assess his or her own levels of multicultural sensitivity, awareness, and competence. The book approaches multiculturalism from three perspectives, each of which comprises a separate section: awareness; cultural populations; and cultural competence practice. Section One defines multiculturalism and multicultural competence, considers changing student demographics, explores the impact environment has on culture, and provides the readers with criteria for assessing their cultural competence and awareness of their own racial identity. Section Two addresses the cultural characteristics of specific ethnic or cultural populations, emphasizing their commonalities, and describing programs and practices that have successfully promoted their development. Each chapter includes discussion questions, and/or suggested activities that practitioners can undertake on their own campuses. Individual chapters respectively cover the culture and experiences of African Americans, Asian and Pacific Island Americans, Latinas/os, Native Americans, biracial and multiracial students, the disabled, international students, non-traditional students, students of faith, women, lesbian, gay, bisexual, and transgender students, and analyze White Americans' attitudes to issues of privilege, racial identity, and social justice. The inclusion of a chapter on the cultural characteristics of White students provides an opportunity for members of the majority culture to perceive of themselves in a cultural sense, and to appreciate their own culture as a first step in allowing them to recognize and appreciate other cultures. The concluding section offers suggestions on how to use the book's insights to achieve systemic change in the college environment. The book is intended as a text for students, and as a practical guide for faculty, academic administrators, student affairs professionals, and others who want to foster an environment in which all students can succeed. It includes case studies, discussion questions, examples of best practice, and recommends resources to use in the classroom. This book contains three parts. Part One contains: (1) Understanding Multiculturalism and Multicultural Competence among College Students (Mary F. Howard-Hamilton, Michael J. Cuyjet, and Diane Cooper); (2) Oppression and its Affect on College Student Identity Development (Mary F. Howard-Hamilton and Kandace G. Hinton); (3) Environmental Influences on College Culture (Michael J. Cuyjet); and (4) Multicultural Identities and Shifting Selves among College Students (Jane Fried). Part Two contains: (5) Latino/a College Students (Anna M. Ortiz and Susana Hernandez); (6) Asian American/Pacific Islander College Students (Anneliese A. Singh, Michael J. Cuyjet, and Diane Cooper); (7) African American College Students (Lamont A. Flowers and Bettina C. Shuford); (8) American Indian College Students (Vasti Torres and LeManuel Bitsoi); (9) Biracial and Multiracial College Students (Kristen A. Renn); (10) White College Students (B. Afeni McNeely Cobham); (11) International College Students (Sevan G. Terzian and Leigh Ann Osborne); (12) Men and Women College Students (Merrily Dunn); (13) Lesbian, Gay, Bisexual and Transgender College Students (Tony Cawthon and Vicki Guthrie); (14) College Students over Traditional Age (Fiona McKinnon and Rosiline Floyd); (15) College Students with Disabilities (Martha E. Wisbey and Karen S. Kalivoda); and (16) Religious and Spiritual Diversity among College Students (Laura A. Dean and Edward A. Grandpre). Part Three contains: (17) Becoming a Culturally Competent Practitioner, Student or Faculty Member: Theory to Practice (Diane Cooper, Mary F. Howard-Hamilton, and Michael J. Cuyjet). An introduction by Michael J. Cuyjet, Mary F. Howard-Hamilton, and Diane Cooper is included.