s a Latina mathematics educator, I was eager to read Latinos/as and Mathematics Education: Research on Learning and Teaching in Classrooms and Communities. During my undergraduate training in mathematics, I developed a deep interest in sharing my passion for mathematics with children from nondominant communities, especially Latino/a children. As one of three Latinas in a group of nearly 300 mathematicians at the Massachusetts Institute of Technology (MIT), this commitment to my community was strengthened when I noticed how underrepresented Latinos/as were within my chosen career path and the struggles we shared. My own difficulty in being successful at my undergraduate institution, coupled with the observation that many of my Latino/a friends struggled to finish their careers in science, technology, engineering, and mathematics (STEM) made me realize that something needed to be done to ensure future generations of underrepresented students continue to enter STEM fields, and that the spaces in which non-dominant students learn mathematics needed to be attuned to meeting the needs of diverse groups of student learners. I became involved in mathematics education when, as an undergraduate student, I founded an outreach program for local middle school children who were from traditionally marginalized groups. This program exposed children from the local urban community to STEM disciplines and matched them with undergraduate mentors that held similar backgrounds and interests. The program also held workshops for the parents of the participants that informed them of local resources and addressed concerns parents had about their children’s education. Additionally, as an undergraduate, I went through a newly established teacher educa