This qualitative critical narrative inquiry explored how members of Latina/o sororities and fraternities perceived campus climates for racial and ethnic diversity at predominantly White institutions. Using the multicontextual model for diverse learning environments, findings point to the significance of participants' recognition of a misalignment between the espoused and enacted commitment to equity, inclusion, and diversity in relation to how they perceived the campus climate for racial/ethnic diversity. Implications for research and practice are discussed.