This research brief presents descriptive findings from an investigation of Hispanic/Latinx students' perceptions of parental support for their math learning and their experiences of equitable instructional practices during math class. The data for this brief comes from the 2023 NORC Youth and Teen Math Mindset Study, which surveyed a nationally representative sample of youth (ages 10-12) and teens (ages 13-17) about their math mindsets, math identities, experiences in math class, and math course-taking behaviors. The STEM workforce is a crucial labor market issue. This research is of interest because Hispanic/Latinx students continue to be underrepresented in STEM majors and careers, comprising 14% of the U.S. population but only receiving 9% of STEM degrees. Research indicates that some of these differences in STEM participation are related to students' early math and science course-taking, classroom learning environments, and beliefs about math's importance and math abilities. The brief contains a brief literature review that summarizes study findings on the role of parents in supporting their child's learning and the importance of equitable instructional practices, particularly for students from racial/ethnic minority backgrounds. The brief presents the results of questions asked of youth and teens about parental support and their teacher's use of equitable instructional practices.