Despite increased attention to diversity in higher education, educators are often unaware of the hidden cultural assumptions they bring to the classroom that impact the epistemological and pedagogical frameworks from which they operate. The disparity between our worldviews and those of our students can erect barriers to student performance. The author introduces the concept of pedagogical assumptiveness to explain this problem and presents a theoretical framework to examine the mechanisms that perpetuate it. Finally, he offers practical suggestions to help educators internalize a more inclusive and effective paradigm for the classroom. (Contains 1 figure and 1 footnote.)