Science faculty and departments have the responsibility to engage in equity-based interventions to create a culture of inclusive diversity that acknowledges social systems and identities and leverages student community cultural wealth to support all students interested in pursuing science and to avoid perpetuating inequities. STEM equity efforts can be targeted at curriculum modifications to STEM courses to meaningfully integrate connections between science, social structures, and racial inequity. Our project “Impact of Anti-Racist Practices in Gateway Biology Courses” aimed to develop and pilot a model for curriculum intervention in undergraduate biology that meaningfully integrates historical and contemporary connections between science, social structures, and racial inequity. A team of undergraduate Biology instructors from various institutional and geographical contexts designed course-specific teaching materials to explicitly address equity-related issues in science practices and applications that connect to their specific course topics. Data will be collected to examine the extent to which the course modifications implemented in introductory biology influence student learning and attitudes toward science and towards the intersection of science with social issues and inequities. Lesson plans and instructor guides will be prepared for publication to disseminate the curricular framework and materials for implementation by other college educators interested in the approach.