In Western society, some questions and topics are intentionally excluded from polite conversations. Direct questions like "How much do you earn?" or worse “How much are you worth?” cause personal consternation in many socioeconomic contexts of our culture. Instead, economic class differences sit like the proverbial white elephant in the room, almost as if we prefer to pretend it doesn't exist (Yeskel, 2007). However, although the question may remain verbally unspoken, many of us, myself included, are guilty of asking the question unconsciously when forming opinions about other people. Class is a cultural element through which we construct an identity for ourselves and others based on the associations we make with one's economic prosperity (Barone, 1999). My participation in ADED 6590 helped me understand that while I have consistently challenged my narratives of race and ethnicity while earning my master's degree in multicultural and transnational literatures, issues of classism highlight my remaining biases toward others . Similarly As societies create diversity, societies' power structures also create stratified disparities (Kottak & Kozaitis, 2012). Classism works in conjunction with existing prejudices against ethnic minorities. While only half of the entire White population is considered poor, the majority of the poor population is made up of Black, Latino, and Native American individuals (Yeskel, 2007). Thus, the structure of the American economy constantly works to hide classism behind a façade of racial and cultural differences, convincing its citizens that differences in wealth are attributed to differences in ability and work ethic. Second… half of the paper… the opportunity to uncover the ways in which their practice is discriminatory against various socioeconomic groups. Finally, as Tilly and Taylor (2012) postulate, it is not enough to try to change the worldview of individual students and teachers; rather, the focus must be multifaceted, including both content, curriculum, school policies, and institutional practices. My position on the department head council within our school gives me a say in various structural and academic decisions. This awareness of my own biases will allow me to add a critical perspective to the conversation that considers the ways in which working-class populations may be affected by our institutional practices. In this way, I hope to help students overcome the discrepancies they face and to help our school overcome the discrepancies we have unknowingly imposed..