This paper is a reaction to a plenary address, "Fairness in Dealing: Diversity, Psychology, and Mathematics Education" by Suzanne Damarin (SE 057 179). The issues of intentionality, institutional and instructional practices, identity development, and assessment are addressed in regard to the Quantitative Understanding: Amplifying Student Achievement and Reasoning (QUASAR) Project, a mathematics education reform project that has been supporting and studying the design and implementation of innovative instructional programs in middle schools serving economically disadvantaged communities. The QUASAR program was designed to address the persistent historical association of poverty and low achievement in mathematics by providing students in schools in low income communities with access to mathematics instruction that heavily emphasizes understanding, reasoning, and problem solving rather than memorization and imitation. One conclusion reached is that, just as it is important for students to develop an identity as knowers and doers of mathematics, it is equally important for mathematics educators to develop an identity as knowers and doers of equity. Contains 21 references. (MKR)