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Class participation benefits students by enhancing engagement, critical thinking, interpersonal communication, and motivation, but the role of underrepresented minority identities on class participation has not been well-studied. We surveyed 94 undergraduate health education students about experiences/attitudes about class participation, finding three major themes drawn from the ecological model: individual factors, classroom environment, and recognition of structural oppression. One-third of students thought their identities affected their participation. The findings have implications for pedagogy connecting social determinants to students' personal experiences in college, and for compassionate strategies for students who currently fear misunderstanding, judgment, and ridicule because of their identities.