This dissertation explores the math identity development of Black and Latinx students who are taking developmental math classes in a community college setting. The study delves deep into the incorporation of inclusive pedagogical practices in the classroom. Placing emphasis on the successes of students, the research was based on Martin's (2000) Mathematical Identity Framework and guided by the lens of Harper's (2010) Anti-Deficit Framework. Although both students and faculty members were interviewed using narrative inquiry as methodological approach, this qualitative study centered around the Black and Latinx student as the unit of analysis. The study took place in two community college sites where professors included the components of Dewsbury's (2020) Deep Teaching Model while interacting with students in the classroom. Stereotype threat and math anxiety served as sensitizing concepts in the study and findings depicted how these conditions affected Black and Latinx students learning math. Student narratives also described how classroom experiences shaped students' ability to see themselves as math learners. Furthermore, students reflected on how these experiences led them to developing their beliefs around being a part of the math community. Finally, growth mindset, as exhibited by both the faculty members and student participants, played a significant role in the development of math identities. The results of the study offer suggestions to educators and policymakers on how to help students facing barriers learning math strengthen their math identities and their sense of belonging in math classes. [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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]