In order to motivate contemporary university students to consider possible avenues for social change, I have found that it is necessary to address openly student resistances to critical thinking and social consciousness. However, I have also discovered that any direct confrontation with the students' defense mechanisms can undermine the teacher-student relationship, and thus it is important to develop indirect methods for motivating students to overcome their resistances. In this essay, I will discuss how I have used computers and a psychoanalytic version of cultural studies to help students consider their roles in transforming various social inequities.