When trying to utilize class discussions as an effective pedagogical tool, teachers need to be aware of the conflicts that may arise due to issues of personal and cultural representation, linguistic differences, and misunderstandings of the tacit "rules" for participation. Because of cultural and linguistic variances in student populations, not all students are equally adept at class participation nor are all students equally prone to participate. Educators must understand and take into account in their grading practices that a failure to participate does not necessarily reflect disrespect for the teacher or the class, a disinterest in the subject matter, or apathy in general. Sometimes, minority students choose not to participate in an effort to maintain their sense of personal and cultural identity and/or because they lack a full understanding of the kinds of academic discourse employed in classroom discussions. (Contains 1 footnote.)