The purpose of this article is to understand how educators may support students from different backgrounds (both relatively privileged and marginalized) to participate equitably and meaningfully in ethical data science discussions. To do this, we draw on the literature regarding STEM identity formation, use Cobb and Yackel's (1996) framework for analyzing social norms for discourse in inquiry-based classrooms, and draw on Hodge and Cobb's Cultural Participation Orientation towards developing an inclusive classroom environment. Finally, we describe the course elements (task structures, participation structures, and discursive moves) from a designed Ethical Data Science course that supported students' equitable participation in ethical data science discussions (Sandoval, 2004). [Note: The issue number (1) shown in the header on the PDF is incorrect. The correct issue number is 2. The page range (32-67) shown on the PDF is incorrect. The correct page range is 31-67.] ]