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Previous studies suggest that individuals from marginalized communities are less likely to take advanced STEM courses due to systematic barriers limiting opportunities for these youth (Martin, 2019; McGee, 2013). Drawing from a nationally representative dataset, this study explores if students’ math productive disposition mediates the relationship between math teaching pedagogy and advanced math course taking. Results reveal significant indirect effects from classroom teaching practices on students’ advanced math course taking through students’ math productive disposition. These findings have important implications for potentially lessening the racial inequities associated with students' choice to take advanced math courses in high school through supporting students' development of math-productive disposition.