Within mainstream institutions such as colleges and universities, scientists and social leaders, alike, are faced with persistent and new challenges to forging paths toward inclusion among marginalized group members (e.g., Latino/a/x and African Americans). Integrating theoretical perspectives that conceptualize identity among marginalized groups as tied to culture and strengths with literatures on threat and stigma, we propose a "pride and prejudice" approach to inclusion. We provide support for the efficacy of inclusion as 2 pathways-one route that is associated with recognizing "pride" or the history and culture of marginalized groups and another that is related to reducing "prejudice" or perceived discrimination toward marginalized groups. Specifically, we demonstrate using actual demands for inclusion generated by students attending 80 colleges and universities that a pride and prejudice approach is consistent with collective calls for institutional change voiced by marginalized group members and their allies (Study 1). Then, Study 2, using longitudinal data of Latino/a/x and African American students (N = 1,967) attending 27 colleges and universities we reveal the impact of pride (e.g., taking an ethnic studies course) and prejudice (e.g., perceived discrimination) experiences on sense of belonging, and in turn academic and health outcomes (e.g., graduation rates, depression). We provide evidence for 1 theory-based process whereby individual experiences tied to pride and prejudice can impact belongingness through intragroup and intergroup relations. Theory and policy implications for institutional inclusion efforts including the importance of fostering ties to ingroup and outgoup members are discussed. (PsycInfo Database Record (c) 2021 APA, all rights reserved).