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'I Started to Think a Bit Differently': Student Critical Consciousness Raising in a University Required Diversity Course

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Title: 'I Started to Think a Bit Differently': Student Critical Consciousness Raising in a University Required Diversity Course
Language: English
Authors: Christine Zabala-Eisshofer
Source: Journal for Multicultural Education. 2025 19(4):379-389.
Availability: Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
Peer Reviewed: Y
Page Count: 11
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: College Curriculum, Required Courses, Diversity, Undergraduate Students, Undergraduate Study, Critical Thinking, Attitude Change, Student Attitudes, Student Writing Models, Praxis, Student Experience, Racial Factors, Socioeconomic Influences, Consciousness Raising
DOI: 10.1108/JME-11-2024-0149
ISSN: 2053-535X
Abstract: Purpose: The purpose of this study is to understand the ways that students make meaning of the critical perspectives they encounter in a required diversity course. Design/methodology/approach: This qualitative case study includes analysis of student writing, classroom discussion and student facilitation during two sections of a university's required diversity course. Using the framework of literacy performances, the author analyzes student literacy (including writing and speech) to understand the shifts in their critical consciousness over the course of the semester. Findings: Three themes are analyzed across student data. First, students showcase changes in their orientation to the course material over the course of the semester. Second, students use their own lived experiences to engage with the course material and with their peers. Third, student critical consciousness is not linear and students display tensions in their engagement with the material. Originality/value: This study is important in that it addresses a gap in the literature around required diversity courses. Although there is significant quantitative evidence to suggest that students who take required diversity coursework show decreasing bias toward others, there is little evidence into the work that students produce in these courses or how they engage with the material. Nuances in students' engagement with the course content are revealed upon close examination of their literacy performances during the semester.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1497392
Database: ERIC
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  Data: 'I Started to Think a Bit Differently': Student Critical Consciousness Raising in a University Required Diversity Course
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  Data: Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
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  Data: 2053-535X
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  Data: Purpose: The purpose of this study is to understand the ways that students make meaning of the critical perspectives they encounter in a required diversity course. Design/methodology/approach: This qualitative case study includes analysis of student writing, classroom discussion and student facilitation during two sections of a university's required diversity course. Using the framework of literacy performances, the author analyzes student literacy (including writing and speech) to understand the shifts in their critical consciousness over the course of the semester. Findings: Three themes are analyzed across student data. First, students showcase changes in their orientation to the course material over the course of the semester. Second, students use their own lived experiences to engage with the course material and with their peers. Third, student critical consciousness is not linear and students display tensions in their engagement with the material. Originality/value: This study is important in that it addresses a gap in the literature around required diversity courses. Although there is significant quantitative evidence to suggest that students who take required diversity coursework show decreasing bias toward others, there is little evidence into the work that students produce in these courses or how they engage with the material. Nuances in students' engagement with the course content are revealed upon close examination of their literacy performances during the semester.
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RecordInfo BibRecord:
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        Value: 10.1108/JME-11-2024-0149
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      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 11
        StartPage: 379
    Subjects:
      – SubjectFull: College Curriculum
        Type: general
      – SubjectFull: Required Courses
        Type: general
      – SubjectFull: Diversity
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      – SubjectFull: Undergraduate Students
        Type: general
      – SubjectFull: Undergraduate Study
        Type: general
      – SubjectFull: Critical Thinking
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      – SubjectFull: Attitude Change
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Student Writing Models
        Type: general
      – SubjectFull: Praxis
        Type: general
      – SubjectFull: Student Experience
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      – SubjectFull: Racial Factors
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      – SubjectFull: Socioeconomic Influences
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      – SubjectFull: Consciousness Raising
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    Titles:
      – TitleFull: 'I Started to Think a Bit Differently': Student Critical Consciousness Raising in a University Required Diversity Course
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