The purpose of this dissertation is to explore how HESA graduate students? conceptions of critical consciousness transform and evolve during a diversity course and the pedagogical practices that foster consciousness-raising. Each of the twelve participants completed two semi-structured interviews and three journal prompts. Using a case study approach, I conducted interviews at the beginning and end of the semester to compare participants' initial understandings (1st Interview) against participants' evolving understandings (journal prompts, 2nd Interview). To create the interview protocol, I followed Castillo-Montoya's (2016) four recommendations by: (a) aligning interview questions to the conceptual frameworks, (b) using follow up questions, (c) requesting feedback, and (d) piloting the protocol. To analyze interview data, I used open, in vivo, and axial coding. I analyzed the journal prompts by compiling the responses into main and sub-categories. In the first, article I use Flavell's (1979) model of metacognition and Watts et al.'s (2011) conceptualization of critical consciousness to explore HESA graduate students' critical consciousness development through metacognitive journaling. Findings illustrated that metacognitive journaling prompted participants to assess their learning by pinpointing the mastery and limitations of their social justice knowledge and preceding presumptions. In the second article, I employ Mezirow's (1978) transformative learning and Watts et al.'s (1999) stages of sociopolitical development to investigate three participants' changing understandings of critical consciousness. Findings indicated that participants made moderate to substantial gains in critical consciousness development, with only one of the three participants displaying action-taking behavior. In the third paper, I apply Mezirow's (1978) transformative learning to explore how three pedagogical approaches foster critical consciousness. Findings highlighted how creating opportunities for reflection and integrating theory and diversity can foster consciousness-raising. I conclude this dissertation by discussing the totality of the work, its connections to the literature, offer future directions for research, and explicate specific ways of improving pedagogical practices within HESA graduate programs. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]