From a theoretical standpoint, pluralistic orientation incorporates higher levels of critical thinking that empower students to engage collaboratively, interact cross-culturally, and develop a higher regard for others' perspectives, beliefs, and identities. Though many of these attributes may develop naturally over time through life experiences, institutions of higher education have the opportunity to play a vital role in the acquisition of these attributes by providing a space where diverse forms of knowledge converge, differing perspectives are fostered, and students can interact cross-culturally, maybe for the first time. The purpose of this mixed methods study was to identify predictors associated with a pluralistic orientation in college students. Quantitative and qualitative archival data from a 2016 campus climate assessment adapted from the Higher Education Research Institute (HERI) Diverse Learning Environment (DLE) survey were utilized. A conceptual model for examining students' pluralistic orientation adapted from Dovidio et al. (2004) provided the theoretical framework for this study.

The sample consisted of 978 students from one California State University campus. Findings from this study emphasize the importance of incorporating readings and/or materials about race/ethnicity in the curricula, the promotion of cultural difference appreciation by the University, and the appreciation of differences in sexual identity by the University, which in turn can produce positive direct effects on the development of pluralistic orientation. This study also demonstrates the varying ways in which students in different majors experience and perceive campus life.