In this study, we explored 12 "Chicana/o" Professors of Education's sense making about their role in the academy in terms of community commitments, activist scholarship, and practices of consciousness. Consciously exercising their agency, for these "Chicana/o" professors was not only in reaction to White dominance in the academy, but also in proactive, enduring ways through day-to-day practices. Practices of consciousness sought to subvert and challenge the White-stream norms and practices of higher education.