In this talk, I discuss a joint work exploring how policy documents as public records of attitudes towards equity and inclusion in science education. We utilize mixed methods including thematic analysis, structural analysis, statistical quantitative analysis, computational text simulation, computational topic analysis, and network analysis to examine a series of two reports in undergraduate data science. In particular, we examine how the reports change over time and what these changes tell us about how our intent to center equity and justice is or isn’t realized in the final policies that shape emerging areas in STEM education. Coauthors Dr. Anelise Hanson Shrout and Dr. Jude Higdon-Topaz.