Abstract
This study explored the experiences of faith navigation and development among third- and fourth-year students at a public, secular university. Prior research on faith in such settings presents varied perspectives on the university’s influence on students’ faith development, often focusing on non-diverse samples. Semi-structured interviews were conducted with thirteen racially and ethnically diverse students, comprising Christian (n=11), Pagan, and Muslim students. Applying Colaizzi’s (1978) descriptive phenomenological method and Fowler's (1974) faith development theory (FDT), the analysis indicated five themes: (1) a campus with mixed faith tolerance; (2) conflicts with secular worldviews, (3) reluctance to share opinions, (4) finding community, and (5) increased faith and understanding. Challenges in maintaining faith on campus, particularly among Christians, were evident. Despite this context, all students sustained or deepened their faith commitments, pointing to the role of individual agency in faith development. The findings offer insights for universities aiming to cultivate inclusive environments that accommodate diverse faiths, including those of a more conservative nature.