As a recent graduate of the EdD program, this paper serves as a reflection for the author of her growth as a practitioner scholar. When considering the educational status of minority and Indigenous students in postsecondary settings, institutional actors such as counselors, instructors, and administrators tend to view the issue through a superficial, one-dimensional lens of diversity, treating it as a general characteristic of the institution rather than acknowledging the "particular circumstances of the racial and ethnic groups that constitute diversity."