At first glance I wasn’t sure what ‘hidden messages’ I had lurking inside my autobiography because to be honest my perspective was along the lines of ‘my autobiography is my personal reflection, why does it matter that I left my gender or race out?’. The autobiography is how I view my experiences. However, leaving out my gender and race is in fact due to what Kumashiro refers to as ‘common sense’. I take my gender and race (specifically) for granted. I did not realize that some of my experiences and opportunities were shaped because I fall in the dominant aspects of society. I simply overlooked key aspects in identifying myself because not until critically examining my ‘self identity’ have I realized these factors play a role in my life. This leads me to question… How would my life experiences be different or similar if I was considered a minority in society? If I was identified as a part of the minority would I be limited or oppressed to the experiences I was once entitled to because I am a part of dominant society which gives me certain privileges? Facing these questions parallel situations in the classroom seeing as every student will have their individual autobiography and as future educators we need to face ‘common sense’ assumptions associated with identity and dig deeper to uncover where hidden inequalities lie in the classroom. Acknowledging inequalities is a start toward social justice because we cannot pretend that oppressions or limitations do not exist. Society enforces divisions of identity and the classroom is an ideal place to explore these divisions where solutions can be constructed to ensure success for all students.