Multiculturalism and multilingualism on campus: university students’ insights about awareness, tolerance, and identity

This study explores how multilingual and monolingual students in Israeli higher education differ in their awareness of linguistic diversity, tolerance for multilingualism, and perceptions of identity within a multicultural academic environment. A total of 312 university students completed a multilingual questionnaire in their preferred language–Hebrew, Arabic, or English. Drawing on Social Identity Theory, Intergroup Contact Theory, and Language Socialization Theory, the study examined students’ self-reported experiences and attitudes. Quantitative analyses revealed that multilingual students demonstrated significantly greater awareness of linguistic diversity and greater tolerance for the use of other languages in academic settings. Additionally, most students, both multilingual and monolingual, chose to describe themselves using multiple identity labels. The findings underscore the influence of university-level frameworks and inclusive institutional practices in shaping students’ attitudes toward diversity. Implications are discussed in light of the autonomous role of Israeli higher education institutions in fostering intercultural dialogue, linguistic inclusion, and identity pluralism.