In this paper we provide two concrete examples of class assignments, developed by the authors, which challenge students to think more critically about themselves, their cultural values and beliefs, and the "invisible forces" that shape their perspectives. We include samples from students' work and our reflections to demonstrate the types of outcomes instructors might see if they utilized similar assignments in their classes. We emphasize the importance of diversity-focused assignment for programs operating within the broader context of a predominantly White university and provide suggestions for expanding our assignments to promote cultural competence among students planning to work directly with families and children.