How can professional psychology graduate programs foster gay/lesbian/bisexual (GLB)-affirmative educational practices? In this article, we develop and make recommendations on such practices with respect to (a) institutional climate and support and (b) education about GLB issues. We find that there is a relationship between the institutional climate and the quality of education about GLB issues; it thus behooves programs and their institutions to attend to both aspects of GLB-affirmative strategies. Institutions and programs that actively embrace such strategies will be rewarded with a more stimulating. accepting, and affirming environment for all members of their community.
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Biaggio et al. (2003) studied this question.
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