Institutions of higher education are increasingly focusing on involving their undergraduates in civic engagement opportunities. When done carefully and respectfully, civic engagement work can lead to positive benefits for all involved, including faculty, undergraduates, and community members. However, issues of power and privilege undergird civic engagement partnerships, which can lead to several problematic tendencies if unchecked, especially when partnering with low-income communities of color. We present two problematic tendencies here: deficit framings of community members and savior mentalities among college faculty and undergraduates. We argue that one pathway towards mitigating these problematic tendencies is a deeper integration between civic engagement work and the multidisciplinary field of ethnic studies. We discuss our work with "Aquetza," a multigenerational summer enrichment program for Mexican@ and Chican@ high school youth in Colorado, as one example of integrating civic engagement work with theories and practices drawn from ethnic studies. We conclude by discussing implications of this integration for supporting stronger partnerships and more just and inclusive campus outreach.