In this response, I applaud the work initiated in this research and underscore some of the key reasons I find it so valuable. Building from this, I also issue a call to the greater mathematics education community--particularly the large mathematics professional organizations--to consider the ways their organizations have conceptualized and framed equity work, and invite them to entertain the idea of remapping their visions in ways that are more forward thinking and less traditionally safe. [For "Mathematics for What? High School Students Reflect on Mathematics as a Tool for Social Inquiry," see EJ1061583.]