Messages from popular culture constantly bombard society with views of the perfect self vs. the imperfect or ridiculed “other.“ These messages are often mixed with influences of family, friends, religious organizations, media, classroom teachings, laws, and political interpretations. In concert, these strong societal forces enforce the behavior of the dominant group while stigmatizing other behaviors. In light of the current Trump administration, characterized by exclusionary messages, teaching acceptance of “the other” in U.S. college classrooms, whether related to sexuality, race, religion, or ethnicity, becomes a critical means of counteracting growing ultra-conservative influences. The authors illustrate ways to incorporate minority voices into Music and English, disciplines that don’t inherently cover minority topics. The objective: to raise student consciousness and promote acceptance and understanding of racial, ethnic, and sexual minorities, especially among ESL and developmental pre-college students. Students experience a comfortable way of looking at “the other,” analyzing sources for objectivity, and ultimately broadening their opinions about “others” in their own community.