Mathematics education research has been slow to adopt inclusive practices concerning Queer students. In this study, two doctoral dissertations highlight responsible research approaches to advance inclusivity. Ambiguous use of the terms "sex" and "gender" and using only binary statistical methods can lead to erroneous assumptions about factors that might be biological, psychological, or social. Queer-related discussions in classrooms and research, both now largely non-existent, could support students in feeling visible and valued.