This paper discusses learning communities as pedagogy for introductory sociology courses, which are often plagued by student apathy. Most importantly, it examines the potential for learning communities to incorporate active and collaborative learning techniques as a vehicle to subvert dominant views of diversity, to see diversity as intersecting social inequalities that can be rearranged in favor of greater social equality. The effectiveness of a learning community with the theme of diversity for meeting these goals is assessed using qualitative and quantitative data. It is concluded that the pedagogic framework of the learning community did indeed push students to problematize their student role. Finally, a review of results from a pre/post-test questionnaire suggests that students entered the community as a fairly homogenous group in their views of diversity and left as a more heterogeneous group, indicating some shift in consciousness, however slight. (Contains 1 table.)