Public schools in the United States are becoming increasingly diverse with students from differing racial, ethnic, cultural, linguistic and socioeconomic backgrounds bringing to the classrooms varied expectations, experiences, and ways of knowing (Woodward, 2018). While the National Center for Education Statistics (NCES, 2018) projects that the population changes will continue to soar in the coming years, on the contrary, diversity in the teaching workforce is not expected to change much (Berchini, 2015). Most teachers in public schools largely identify as white, monolingual females from middle-class backgrounds (Strauss, 2015), and many teachers who are entering teacher preparation programs are also white young females of middle-class backgrounds (Haddix, 2016).The demographic imbalance between students in K-12 grade levels and their teachers may have implications for teaching and learning of mathematics. For example, it may be challenging for teachers to understand the complex cultural and racial histories of students of color and to develop authentic relationships with them (Paris, 2012). Furthermore, when teachers do not understand the cultural backgrounds of their students, it can be challenging to create math lessons that entirely meet their students' learning needs. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]