Amy Olson researches the formation of classroom identities and beliefs that impact student motivation, learning, and achievement, and in particular works with teacher education, educational leadership, educational psychology, and mathematics education colleagues to explore mathematics-based identities and beliefs constructed in classrooms.  She strongly believes that mathematics is an important aspect of a socially just education, and more than a decade after Moses and Cobb (2002) argued that mathematics, and particularly algebra access and achievement, were a “civil rights” issue, access to high-quality mathematics education continues to be a “gatekeeper” for higher education, career opportunities, and participation in a growing technology-focused society.