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. MARYKA BIAGGIO received her PhD in combined professional-scientific psychology from Utah State University. She is a professor and director of research on feminist issues in the School of Professional Psychology at Pacific University. Her scholarly interests are in psychology of women and lesbian, gay, bisexual, and transgender issues (LGBT). SUE ORCHARD received her MS at Eastern Washington University and is completing her PsyD in clinical psychology at Pacific University. Her scholarly interests are in feminist psychotherapy, multicultural counseling, and LGBT issues. JANE LARSON received her MS in clinical psychology from Pacific University. She is now a doctoral candidate in clinical psychology at Pacific University, and her research interests include sexual minority issues. KELLY PETRINO received her BA from the University of Montana. She is currently enrolled in the clinical psychology doctoral program at Pacific University. Her scholarly interests are in adolescent development and LGBT issues. ROBERTA MIHARA received her MS in clinical psychology from Pacific University. She is in the clinical psychology doctoral program at Pacific University. Her research interests are in LGBT issues. WE THANK Gladys L. Croom for her review and suggestions, Kelly Duceny
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