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**Working Papers** Agarwal, P. (2020, August 6). Disrupting gendered epistemic injustice in K-12 mathematics – A research synthesis. Chen, G. A., & Horn, I. (2020, August 5). Reviewing the research on marginalization in mathematics education. Gladstone, J., & Cimpian, A. (2020, June 30). Role models can help make the mathematics classroom more inclusive. 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* 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. 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. Ortiz, N. A. (2020, August 6). (Ontologically) Black and proud. 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. Voigt, M., & Reinholz, D. L. (2020, August 6). Calculating Queer acceptance and visibility: A literature synthesis on Queer identity in mathematics. 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?
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