Whenever there is a concerning pattern among my students, I take a step back and assess my role in the situation; too often, my students’ tendencies serve as a mirror to my own habits. And I am definitely guilty of this overreliance on the C-I conceptualization. In 10+ years of teaching at a Christian higher education, I am positive that the most frequently cited reason for cultural differences in my classrooms, both by students and myself, is some variation of the C-I dichotomy. Although the C-I framework is a necessary step in the right direction of acknowledging culture, I also find that the oversimplified C-I framework in the classroom can become pedagogically ineffective, and at times, even do harm; examples of harm include the gross oversimplification of the diversity among God’s people, and the violation people’s dignity, whose lives deserve much more depth than the simplistic labels of C-I.