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Teachers’ beliefs can have powerful consequences on instructional decisions and student learning. However, little research focuses on how teachers’ beliefs about the role of race and gender in mathematics teaching and learning influence educational equity within classrooms. This gap is partly due to the lack of studies focused on variation within classrooms, which in turn is hampered by the lack of instruments designed to measure mathematics-specific equity beliefs. In this study of 313 preservice and practicing elementary teachers, we report evidence of construct validity for the Attributions of Mathematical Excellence Scale. Factor analyses provide support for a four-factor structure, including genetic, social, personal, and educational attributions. The findings suggest that the same system of attribution beliefs underlies both racial and gender prejudice among elementary mathematics teachers. The Attributions of Mathematical Excellence Scale has the potential to provide a useful outcome measure for equity-focused interventions in teacher education and professional development. 

Women from racially/ethnically minoritized communities remain significantly underrepresented at all levels of education in STEM. The pervasive white and heteronormative culture of the STEM environment has contributed to Women of Color feeling isolated, hyper‐visible, and invisible as they contend with racism, sexism, and gendered racial microaggressions. Scholars have found that counterspaces are key sites to support the persistence of Women of Color in STEM and ameliorate the negative psychological effects of navigating oppressive STEM milieus. Missing from the current literature is research on how counterspaces contribute to Women of Color's STEM persistence. This study sought to fill this gap in the literature by understanding the experiences of undergraduate Women of Color in the I CAN PERSIST STEM initiative, a multigenerational counterspace designed to support the holistic persistence of Women of Color in STEM. Steeped in the theoretical conceptualization of counterspaces, and using a case study methodological approach, we found that the multigenerational counter‐storytelling and support from Women of Color in STEM, as well as the embodiment of holistic wellness, and justice‐focused mentor‐teaching supported STEM persistence intentions among undergraduate Women of Color in the sample. Furthermore, participants described being able to reconcile their STEM identities with their need to be active in addressing and mitigating the inequities in their communities, while also prioritizing their well‐being and rejecting the STEM culture of overwork and burnout.