The edition of the Equity Dispatch explores the discrepancy in opportunities for advanced math courses is indicative in the complexion of elite colleges and high-paying math-related fields. These outcomes may lead historically marginalized students to believe math and math-related fields are not for people who look like them. It is the duty of math educators to debunk this myth for students, and strive to have their classrooms reflect that all students are capable of succeeding. By not troubling the cycle of math operating along dominant racial ideologies, math educators are perpetuating this stereotype, keeping math inaccessible to all students, but particularly for historically underrepresented students.