During the last few decades, equity concerns have become a priority for some researchers and mathematics (education) organizations. Scholars have begun to address issues of equity through a critical lens (e.g., Boaler, 2007; Darling-Hammond, 2005; Martin, 2003) in their work and scholarship. In this article, the author seeks to add to the equity discourse by examining equity research pertinent to mathematics education. He encourages scholars to continue the critical dialogue concerning crafting fruitful equity research agendas, initiatives, etc. that will yield more equitable mathematics educational experiences, especially for students of color. The author concludes the article by challenging readers to move from scholar to activist as it relates to working on the frontlines in their respective spaces to produce equitable mathematics outcomes.