The integration of diverse perspectives propels scientific innovation (Hofstra et al., 2020; Van der Vegt & Janssen, 2003), enhances scientific capacity to address particularly-challenging problems (Sulik et al., 2021), and better prepares scientists to grapple with the meaning of their work (Harding, 2015; Rolin, 2019); however, present methods of scientific training do not always imbue scientists with the orientation towards pluralism necessary for a diversity of perspectives to thrive (Barnes et al., 2017, 2020, 2021; Beauchamp & Rios, 2020; Scheitle et al., 2021; Scheitle & Dabbs, 2021; Scheitle & Ecklund, 2018). The present study seeks to partially address this challenge by providing recommendations for the reform of undergraduate training in the fields Science, Technology, Engineering, Mathematics, and Medicine. These recommendations are based upon a rigorous growth mixture modeling analysis of the development trajectories of undergraduates? worldview pluralism orientation over four years of postsecondary study, and the educational experiences and institutional conditions that are associated with accelerating this development. Findings indicate students in scientific fields follow one of two developmental trajectories: a stable trajectory or a declining trajectory. Experiencing a stable trajectory was predicted by students possessing a genderfluid, genderqueer, or nonbinary gender identity, studying one of the biological sciences, engaging in informal social and academic activities, experiencing provocative worldview encounters on campus, and campus climates that were perceived as safe spaces for worldview expression. Experiencing a declining trajectory was predicted by identifying as a man, having a more conservative political outlook, experiencing insensitive worldview remarks and contexts on campus, and experiencing hostility, silencing, or other negative interworldview interactions on campus. Framing the results from an equity viewpoint (Rawls, 2001) this study suggests further resources be devoted to fostering the pluralism development of men and conservative students, and offers concrete recommendations for the remediation of insensitive and negative campus relational contexts. The findings also illuminate troubling gaps in theories of academic disciplines and suggests avenues for further study. [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.]