To address the ongoing labor shortage for jobs in science, technology, engineering, and mathematics (STEM) fields, many different initiatives have been undertaken by practitioners, instructors, and researchers. Two major ones have been efforts to improve undergraduate mathematics instruction and to increase diversity and inclusiveness in STEM fields, including with regards to gender identity and sexual orientation. One major ongoing shift in undergraduate mathematics instruction is a shift to increase active learning, often through tasking students to engage in collaborative problem solving in small groups. It is known that active learning strategies like these improve student outcomes over the use of lecture alone. However, there is much less research considering how the social nature of group work can affect student experience in their undergraduate mathematics classes that use it. Social factors outside of the mathematical content could be expected to play a role when learning through group work, an inherently social activity; moreover, these factors could play a greater role for students who have traditionally been excluded from STEM environments.