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This article investigates and documents how undergraduate students in South Africa make meaning of cross-racial interaction on the college campus in the post-apartheid era. Additionally, it explores how students perceive that interactions with diverse peers have shifted since apartheid, and how these interactions are indicative of the larger social dynamic of South Africa. Utilising Jansen's (2009) framework for understanding Afrikaner student perspectives and Critical Race Theory (CRT), this qualitative exploration collected interviews from 10 students at a higher education institution (HEI) in South Africa. Findings identified three overarching themes found among students including contradiction within and across racial groups, Afrikaner white vs. English white and racial segregation on campus. These themes directly correspond with personal and societal aspects that influence meaning making in South Africa, including intrapersonal and interpersonal dynamics, historical legacy and institutional structures.

This article documents the transformation of cognitive and relational dispositions within a group of 14 White female undergraduate students ranging in age from 18 to 21 years and enrolled in a semester-long diversity course. Using Mezirow's transfor-mative learning theory as an interpretive frame to guide our phenomenological analysis of written assignments, data revealed that students experienced multiple cognitive and relational transformative processes. Findings suggest that transformative learning the-ory's (Kitchenham, 2008; Mezirow & Associates, 2000) framework around processes of transformation is a useful analytical framework for capturing students' unique transformative learning processes or journeys. Findings further suggest that, students' relationships with members of cultural communities previously unfamiliar to them were an important part of students' transformative journeys. These relationships pro-vided students with tangible experiences that assisted them in shifting their worldviews and arriving at greater understanding of how inequality, oppression, and prejudice impact the daily lives of others. Finally, the findings indicate that instructors' perspec-tives on what accounts for a transformative process is often not aligned with students' opinions of their own growth and development. The study concludes that transforma-tion is a process, and that all steps are a necessary part of a transformative experience [ABSTRACT FROM AUTHOR]