Ethnocultural identification and tolerance are increasingly treated as priority outcomes of higher education because they shape students’ participation in diverse academic communities and their readiness for professional interaction in multicultural environments. Yet educational practice often addresses these constructs separately: identity is reduced to heritage knowledge, while tolerance is framed as a general moral norm. This article provides a conceptual analysis of how ethnocultural identification and tolerance relate to each other in students’ development and what this relationship implies for pedagogy. Drawing on major theoretical traditions—social identity theory, ethnic identity development research, acculturation frameworks, intergroup contact theory, integrated threat theory, and multicultural education—the paper synthesizes a process-oriented model in which identity content and identity security influence tolerance through cognitive appraisals, perceived threat, and intergroup emotions. The analysis shows that strong ethnocultural identification does not automatically produce intolerance; rather, intolerance is more likely when identification is rigid, exclusivist, and sustained by symbolic or realistic threat perceptions. Conversely, a secure and reflective ethnocultural identity can support tolerant orientations when students possess interpretive knowledge, empathic perspective-taking, and behavioral repertoires for dialogue. Pedagogical implications focus on curriculum design, learning environments, and assessment practices that align identity exploration with ethical commitments and interaction competence. The article proposes how higher education can foster tolerance without weakening students’ identity, by supporting ethnorelative meaning-making, structured contact, and reflective learning tasks.

Ethnocultural identification, tolerance, social identity

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