Quantitative literacy is imperative to civic engagement, including the ability to model complicated situations, understand options, and make informed decisions. Unfortunately, the opportunity inherent in engaging with the mathematical and statistical sciences is a distant goal for students and professionals of different races, genders, and other social identities. Equitable access to education and careers across the statistical and mathematical sciences is a civil rights issue, and directly affects access to good careers and increased prosperity. Comments in support of efforts to examine departmental and institutional cultures, policies, and practices through the lens of social justice, diversity, equity, and inclusion will be offered. Additionally, the development of a framework to support mathematical and statistical science departments to understand and address equity and inclusion will be described.