Games, play, and learning have a long and embedded history that outdates digital games by many years. However, video games, computing, and technology have significant and historically documented diversity issues, which privilege whites and males as content producers, computing and gaming experts, and STEM learners and employees. Many aspects of culture and formal education reinforce these dynamics, from who is supported to play to who comes to produce online content for leisure or employment. However, both supportive communities and culturally responsive pedagogies offer evidence of and strategies for equitable design and learning. Herein the author presents research demonstrating that learning is culturally situated in game playing and making, and further presents strategies for designing or integrating games for equitable and inclusive learning.