In science and in academia, there is often a de facto hierarchy of disciplines with the so-called “hard” sciences (physics, chemistry) at the top, and the “soft” sciences (psychology, sociology) at the bottom (Tudge 2001; Feynman 1988). As science educators, we may find ourselves consciously or unconsciously communicating this to our students, sending messages that certain scientific disciplines are more difficult or more important than others. In doing so, we may unconsciously be erecting barriers to some of our students and interfering with our goal of scientific literacy for all.