An increasing amount of attention has been paid to the ways in which classroom discussions shift in response to varying contextual conditions (Allen & Moller, 2009; Morrow & Smith, 1990) and group composition (Allen & Moller, 2009; Evans, 1997). Recently, researchers have suggested that the classroom might be a place to explore and develop both academic and social identities. Johnston (2012) argued the current focus on academics in schools "has blinded us to the fact that when children grow up, they are not only going to be wage earners. They are going to be citizens, parents, spouses, teachers, politicians, artists, managers and so forth" (p. 113). Thus, school is a place where children learn academics in addition to social and emotional competencies that will help them foster healthy and productive relationships in their lives outside the classroom walls.