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**Working Papers** Agarwal, P. (2020, August 6). Disrupting gendered epistemic injustice in K-12 mathematics – A research synthesis. https://doi.org/10.31219/osf.io/7merv Chen, G. A., & Horn, I. (2020, August 5). Reviewing the research on marginalization in mathematics education. https://doi.org/10.31219/osf.io/nv6kd Gladstone, J., & Cimpian, A. (2020, June 30). Role models can help make the mathematics classroom more inclusive. https://doi.org/10.31219/osf.io/ktjy4 Johnson, A. M. (Embargoed). Social class, culture, and the reproduction of inequality in collaborative experiences among college students in STEM. *At the request of the author, this paper is embargoed. The author can be contacted at johnson.4848@osu.edu.* Kroeper, K. M., & Murphy, M. (2020, August 5). Toward increasing equity and inclusion in mathematics classrooms: Exploring the potential of proactive confrontation in teacher-education. https://doi.org/10.31219/osf.io/ug7hy Miller-Cotto, D., & Lewis, N. A., Jr. (2020, August 6). Am I a “math person”? How classroom cultures shape math identity among Black and Latinx students. https://doi.org/10.31219/osf.io/hcqst Ortiz, N. A. (2020, August 6). (Ontologically) Black and proud. https://doi.org/10.31219/osf.io/asnxh Priniski, S. J., & Thoman, D. B. (2020, August 6). Fostering an inclusively relevant mathematics environment: The case for combining social-justice and utility-value approaches. https://doi.org/10.31219/osf.io/wsx9d Voigt, M., & Reinholz, D. L. (2020, August 6). Calculating Queer acceptance and visibility: A literature synthesis on Queer identity in mathematics. https://doi.org/10.31219/osf.io/pumqe Wilkes, C. E., II, & Ball, D. L. (2020, August 5). How are Black learners positioned in mathematics classrooms? What do we know and what do we need to know? https://doi.org/10.31219/osf.io/ycv34