The paradox of pluralism: How college shapes students’ views of other religions

Students at elite universities tend to talk a good game when it comes to religious pluralism. Many of them show up on day one already saying all the right things about respecting different faiths.

But here’s the paradox: They don’t grow from there, according to our research^[1] published in The Journal of Higher Education. Students at less selective colleges, meanwhile, do develop more pluralistic attitudes. And by their fourth year, they participate in interfaith activities, such as taking courses about different religions or joining in interfaith dialogues, just as much as anyone else.

Religious pluralism^[2] goes beyond tolerance or diversity, which are simply coexisting with people of different faiths. Pluralism involves actively seeking to understand other traditions, talking with people from other backgrounds and working with them toward common goals.

As scholars of religion^[3] and education^[4], we worked with sociologist of education David Shuang Song^[5] to study how students’ attitudes and actions change over time. We examined data from more than 3,100 students at 112 colleges, using the Interfaith Diversity Experiences and Attitudes Longitudinal Survey^[6]. Our study tracked students for four years, measuring two things: their attitudes about appreciating different faiths, and their actual participation in interfaith activities.

Our study^[7] revealed three findings.

First, freshmen at highly selective schools – institutions that typically admit fewer than 1 in 5 applicants^[8] – often start with stronger support for religious pluralism. Compared with freshmen at less selective schools, they are more likely to agree with questions like “I respect people who have religious or nonreligious perspectives that differ from my own,” though the difference was modest.

Second, fourth-year students at less selective schools showed more pluralistic attitudes than at the start of college. In contrast, students at elite institutions maintained their high initial attitudes without any measurable change.

Third, students at all types of institutions participated in more interfaith activities by the end of college, on average, with less selective schools showing slightly larger gains. That might mean attending services of different faiths, taking courses about other religions or joining dialogue groups.

The bottom line: At less selective colleges, students tended to develop stronger attitudes about religious pluralism, and they also increased their interfaith activities. At elite colleges, students increased their activities, but their attitudes more often remained flat.

Why it matters

The United States is growing more religiously diverse^[9] – with growing numbers of non-Christian and nonreligious adults – and more divided across religious lines^[10]. Antisemitic^[11] and Islamophobic incidents^[12] have surged over the past few years, including on college campuses^[13]. All of this makes it especially urgent that colleges prepare students to bridge divides.

Our findings reveal an interesting paradox: Elite institutions admit students who already express strong support for religious pluralism on surveys. On average, however, students’ attitudes don’t deepen during college, although their interfaith activities do increase somewhat.

And students’ answers to questions about pluralism don’t necessarily demonstrate genuine commitment. For example, these attitudes may be part of how some elite students learn to seem culturally sophisticated^[14] – voicing ideals they associate with being open-minded^[15], cosmopolitan^[16] and educated.

The findings may challenge assumptions about where meaningful education about diversity occurs. On average, less selective institutions, which educate most college students^[17], begin with students less inclined toward pluralism. Yet in general, we found that these schools successfully foster growth in both attitudes and behavior – particularly when interfaith programs are integrated into everyday campus life and curriculum. All colleges can challenge students through experiences like interfaith events, research projects or internships.

What’s next

Today’s college students are tomorrow’s civic leaders, educators, policymakers and professionals. If institutions are struggling to cultivate the skills students need to have conversations and collaborate with people from diverse religious backgrounds, the cultural divides that already fracture our democracy are at risk of deepening.

We believe colleges must go beyond performative pluralism to foster the habits of curiosity, humility and collaboration. Pluralism isn’t just a campus value. It’s a civic necessity.

The Research Brief^[18] is a short take on interesting academic work.

References

1. ^{^} according to our research (doi.org)
2. ^{^} Religious pluralism (pluralism.org)
3. ^{^} scholars of religion (www.ilanahorwitz.com)
4. ^{^} and education (www.brandeis.edu)
5. ^{^} David Shuang Song (www.ou.edu)
6. ^{^} Interfaith Diversity Experiences and Attitudes Longitudinal Survey (www.interfaithamerica.org)
7. ^{^} Our study (doi.org)
8. ^{^} admit fewer than 1 in 5 applicants (www.jkcf.org)
9. ^{^} more religiously diverse (www.pewresearch.org)
10. ^{^} more divided across religious lines (www.annualreviews.org)
11. ^{^} Antisemitic (www.cnn.com)
12. ^{^} Islamophobic incidents (www.usatoday.com)
13. ^{^} on college campuses (6abc.com)
14. ^{^} to seem culturally sophisticated (www.oxfordbibliographies.com)
15. ^{^} with being open-minded (doi.org)
16. ^{^} cosmopolitan (doi.org)
17. ^{^} which educate most college students (www.nytimes.com)
18. ^{^} Research Brief (theconversation.com)