“Because of implicit biases, racial biases, and mindsets about who is and who isn’t a math person, Black and Latino students and students from low-income backgrounds — even when they demonstrate that they are ready and they are very clear that they are eager for those courses — are still shut out,” Socol said. “Across the U.S., in every state, students of color and students from low-income backgrounds are often shut out of rigorous courses.”

“When we look at the kinds of careers that will be growing in those students’ future and the kind of skills that we need, there is a huge need for us to be communicating to all students, but in particular students who’ve been shut out in the past … that anyone can be a math student,” she said.”

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