This research study examined inclusive teaching practices, class policies, and course structures in active learning Calculus classes. Analyzing interview data, along with focus group discussions and classroom observations, obtained from 23 students and 4 instructors, themes were extracted through open-coding methodology, employing scholarly literature into inclusive teaching and theories of Whiteness. During the interviews, students and instructors were prompted to respond to microaggression vignettes in a classroom setting. The study subsequently compared and contrasted the responses from both groups. The findings highlight the pivotal role instructors and students have in enhancing inclusivity and belonging in college mathematics classrooms, particularly the influence of instructors' intercultural positioning on addressing issues of equity. [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.]