Featured Speaker: Luis Leyva, Taylor McNeill & Nicolette Mitchell, Vanderbilt University Undergraduate STEM is a radicalized experience for Black and Latin* students as they navigate deficit views of ability, feelings of isolation, and norms of participation entrenched in whiteness, and Gateway mathematics instruction is an important site for disrupting Black and Latin* students’ radicalized experiences in STEM higher education. We report findings from preliminary analyses across two research studies at different higher education institutions: a case study of a white instructor’s support for a Black student in a coordinated calculus course at an elite, historically white university, and the TIPS research study at Sonoma State, highlighting Latin* students’ perceptions of how instruction across various gateway courses provided and limited support for their racial identities.