The electronic classroom proved particularly effective in dealing with racism, sexism, and homophobia in an honors English class, in part because it facilitates teaching by modeling rather than by dominating. Synchronous software facilitates diversity better than the usual collaborative learning group whose goal of tailoring discussions to reach a consensus has been criticized as suppressing difference and enforcing conformity. Locating authority in individual readers enables self-disclosure that emphasizes differences. Focusing on emotional literacy, especially anger, reveals conflicts rather than agreement. As individuals generate their dissensus and focus on their emotions, they discover powerful emotional bonds which emphasize both their differences and their similarity. (Sample questions from and responses to an electronically administered course evaluation are included.) (SAM)