The role of perceived diversity climate in higher education: the mediating role of organization–public relationships

Purpose This study examines the impact of perceived diversity (i.e. diversity climate) in higher education institutions on students’ attitudes and behavioral intentions toward the university. Additionally, it explores the underlying mechanisms by investigating the mediating roles of student–university relationships. Design/methodology/approach To test the hypotheses, we conducted a survey with 292 college students from three public universities in the US. The data were analyzed using structural equation modeling to examine causal relationships and mediations. While the sample is limited to a specific institutional context and may reflect some self-selection bias, the study’s rigorous methodology ensures reliable insights into diversity climate dynamics in higher education. Findings The findings show significant positive influences of the diversity climate on (1) organization-public relationships, (2) attitudes and (3) supportive behavioral intentions. Perceived satisfaction emerges as an important mediator, influencing the effects of the diversity climate on attitudes and behavioral intentions. Originality/value This study moves beyond a focus on numerical diversity by emphasizing the role of diversity climate in fostering meaningful relationships in public relations. The findings demonstrate how a strong diversity climate in higher education improves student–university relationships and enhances institutional outcomes.