In envisioning the future of literacy, students' voices are paramount. Students' engagement in classroom talk increases their learning and communication skills, but without intentional implementation, classroom talk can perpetuate hegemony in contemporary classrooms. To better explore this phenomenon, we developed a study in a southeast Texas high school to examine the experiences of lower socioeconomic status female students. The study used a Participatory Action Research (PAR) method, thus encouraging student voice. The findings indicated that female students respond well to Socratic seminar, which can encourage students to take ownership of their learning and be more engaged in classroom conversations. The key themes included (1) establishing space, (2) teacher impact and influence, and (3) teacher progression. The article ends with recommendations and suggestions for teachers to cultivate gender-inclusive and equitable classroom environments, such as honoring student perspectives, encouraging critical feedback, engaging in self-reflection, and transitioning to more student-led activities.