Presented By: Cari Cearley, Oklahoma State University
Co-Authors: Craig Edwards, Oklahoma State University
Lauren Lewis Cline, Oklahoma State University
Courtney Patrice Brown, Oklahoma State University

Today's agricultural workforce must develop its diversity consciousness to thrive in an ever evolving and increasingly more culturally diverse society. This study's purpose was to explore the transformative learning experience of students completing an agricultural leadership undergraduate diversity course at a land-grant university located in the Great Plains. A qualitative research design assessed the level of transformative learning experienced by students. Phenomenological methodology (Moustakas, 1994) offered deeper insight into the essence of students' lived experiences while qualitative theoretical coding analysis allowed investigation into the degree of transformative learning that transpired throughout the course. Quantitative measures included Chi-squared analysis, with the Phi correlation coefficient indicating effect size of categorical variable associations. Undergirding this study was Mezirow's transformative learning theory (1991, 2000), which posits that the development of new worldviews occurs by lensing prior learning and experiences through newly acquired knowledge. Students' responses from reflective essays assigned at the course's beginning and end were interpreted using Boyer et al.'s (2006) theoretical coding rubric, which revealed their motivations to succeed in a multicultural workforce. Students recognized the importance of diversity consciousness, perceiving that embracing differences produces fresh perspectives which in turn enhance collaboration. An association between gender and the stages of transformative learning was identified, suggesting gender may affect student engagement with, and progression through, the stages of transformative learning. The course was treated as a phenomenon, and, therefore, investigated via students' lived experiences with multicultural and diversity consciousness concepts. Our results could inform the design of multicultural and diversity consciousness programming in higher education to effectively guide students through cognitive dissonance experienced while traversing the various phases of transformative learning. Future research should continue to explore the transformative learning process to improve student diversity consciousness outcomes, especially as such pertains to preparing an effective global workforce.