Abstract: I begin by sharing an overview of research that specifically discusses equity concerns in undergraduate mathematics. I highlight common deficit perspectives on students, institutional factors, and broader social discourse that have been documented to contribute to inequities in undergraduate mathematics. The main presentation will focus on the importance of an anti-deficit perspective on studentsí mathematical thinking as part of an equitable teaching practice. I contextualize the perspective using a recent study about female students of colorís explanations about bases in Linear Algebra. I encourage the audience to consider how they might explain bases using ideas from their everyday life, and how they might explain the process of solving Diophantine Equations. As part of the discussion, we will be engaging in an activity where the audience will have an opportunity to interpret studentsí explanations and proofs from an anti-deficit perspective.