Many undergraduates in privileged positions mistakenly feel that we live in a post-racial society (e.g. Goodman, 1995; Osborne, Kriese, & Davis, 2013). Their prior knowledge about diversity can be limited and they can be unaware of what they do not know about cultural competence and intercultural sensitivity (e.g., Osborne et al., 2013; Sanders, Haselden, & Moss, 2014). While introductory survey-type courses may familiarize students with new ways of viewing diversity, the use of traditional pedagogies and assessments may not change long-held beliefs (Self et al., 2008). It has been asserted that using nontraditional methods may help instructors to better assess (mis)conceptions in general and in this area because they are not as subject to socially desirable responses (e.g., Jonassen, 2000). This exploratory study examined a the utility of a concept mapping activity that summatively assessed students' understandings' of diversity and related topics. Three groups' concept maps were analyzed qualitatively. Different implications for instruction were suggested in each of the selected maps by the presence and absence of various attributes. Possible applications and advantages of using concept maps to facilitate conceptual change within an introductory level course are enumerated.