While equity is a stated priority for the mathematics education community, many children continue to have an inequitable mathematics education. Inequities are often rationalized by research-based practices that perpetuate institutionalized forms of discrimination and rank cognitive, cultural, and linguistic capacities of children to learn mathematics. The purpose of this panel is to highlight theoretical and empirical approaches that actively challenge the pervasive deficit discourses about historically marginalized youth’s engagement and success in learning mathematics. Panelists will dialogue about tensions and trajectories of this work that challenges dominant deficit views and demands a more just mathematics education for our nation’s children.

Session Type: Invited