In this article, the author examines students response to a class assignment on diversity issues. Her analysis revealed that students were at different levels in terms of understanding of diversity issues--and that students often may experience what she calls a "metastable state" in learning about diversity. Thus, in examining diversity issues, students may experience a metastable state where they truly are striving for complexity, but then revert to another position that feels more comfortably aligned with, or less challenging to, the value system and past experiences that they've brought with them to the classroom. (Contains 1 table and 1 note.)