Diversity is a word used by many people with different meanings and interpretations. The differences in the way we understand and use the word "diversity" pose unique challenges for those who do social justice education. Students and educators may not share the same definition, connotation, or beliefs related to the idea of diversity. When educators attempt to teach content related to diversity, these factors become highly relevant. The purpose of this article is to explore college student discourse and resistance regarding the concept of diversity during a required diversity workshop on campus. The author adopts an action research approach, using tools for critical discourse analysis to explore the extent that student discourse regarding the concept of diversity is related to forms of student resistance to learning about diversity and social justice. This article illustrates how critical discourse analysis may provide practitioners deeper insight into student resistance in order to inform curriculum design or facilitation pedagogies.