This edition of the Equity Dispatch explores how classroom practices are often rooted in and privilege dominant cultural practices and ways of knowing. Students who have identities, cultural practices, and beliefs that depart from the dominant culture are often viewed as deficient and do not enjoy the benefits of our education system. This in turn not only ignores the myriad of assets and skills that each student has to contribute to a culturally relevant and sustaining learning environment, but it is grounded in meritocracy, individualism and deficit thinking.