As the U.S. and student populations continue to diversify, examining the relationships between college coursework and the students' perceptions of institutional support of diversity in conjunction with learning outcomes is crucial. Higher education's goal is to prepare students for life post-graduation, including being active participants in our diverse society. This quantitative research study examines the relationships between coursework and perceptions of institutional support of diversity concerning the learning outcomes of students' ability to self-reflect on their cultural identity and participate in diversity-related activities. The sample was 170 students at a southern California institution who completed the National Survey of Student Engagement (NSSE) in the spring of 2020. The findings indicate that coursework, being a senior, being an underrepresented minority, and being LGBTQ+ are significant predictors of students reflectively thinking of their cultural identity and participating in diversity-related activities. Based on the importance of faculty development of coursework, the researcher suggests implementing continual diversity training for faculty, hiring diversity proficient full-time faculty and adjunct faculty, and fostering collaborative efforts between Academic Affairs and Student Affairs to create hands-on learning events that incorporate reflective and critical thinking pedagogies. Furthermore, institutions should prioritize budgets for diversity efforts for faculty preparation and programming. Lastly, administrators should continually evaluate if the curriculum, programming, and support are successfully helping students meet the institution's desired learning outcomes. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]