Learning from each other’s lives: First-generation college students of color engaging with diversity course content

Abstract

To explore the ways in which the learning and understanding of diversity course subject matter happen, this manuscript interviews and observed the experiences of 10 first-generation college students of color and their teachers from two diversity courses. Findings show that participants drew from their classmates’ prior knowledge and experiences to engage with the course content, as classmates’ lives offered examples of new ways of thinking about diversity issues and concepts.