To understand diversity issues, students must have an experience with diversity that transcends the factual knowledge that is most often the focus of college classes. This article summarizes the use of a journal-writing project as a pedagogical tool for developing this understanding through the process of self-discovery. Multidimensional evidence, both qualitative and quantitative, is presented to support the efficacy of using this tool in the development of student learning about diversity issues. The article concludes with reflections based on the use of the journal in four introductory undergraduate organizational behavior classes and caveats for using the journal as a pedagogical tool.
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