Issues of equity exist within classrooms just as they exist more broadly within society in general. This paper looks at issues of equity affecting access to learning for girls working on challenging mathematical tasks in collaborative groups with boys. It examines measures that teachers can take to mitigate inequity and foster a culture within their classroom that supports equitable learning outcomes for all students. Aspects of Engle, Langer-Osuna, and de Royston's "Influence Framework" (2014), are used to examine issues affecting access to the conversational floor, spatial orientation of group members, and the extent to which participants respond to the ideas of the female member of a collaborative group involved in mathematical inquiry. Video stimulated reflective dialog (VSRD), was employed to elicit responses and impressions from the female student regarding issues of equity that arise during group interactions. This study highlights the dynamic nature of status within heterogeneous groups, and evaluates the effectiveness of various teacher interventions in relation to equity within a mathematics classroom.