A general theoretical framework, group conflict analysis, can be applied to the study of cultural plurality in higher education. Basically, the conflict perspective views society as a conglomerate of interest groups competing for dominance in and of society. Once a group gains dominance it will monopolize resources in an attempt to maintain and perpetuate its ruling status. The institutions of society become part of the resources controlled by the dominant group. In modern corporate societies education is a major institution and resource for the ruling group. Higher education (particularly schools of education) is a key institution because it creates and perpetuates ideologies which govern the formal compulsory education of all individuals. Institutions of higher education mirror the stratified ordering of the larger society. Culturally pluralistic programs in higher education are subject to the same second-class (or lower-status) citizenship as their respective ethnic groups in the larger society. Higher education tends to follow a unicultural monolingual ideology which favors one group over all others. A truly democratic society may diminish group conflicts through its policies by assuring equal opportunity to all members, regardless of cultural group membership. (Author/AN)