Conflict transformation theory provided a philosophical lens for this critical cultural, constructivist study, wherein four student conduct administrators who engage in leveling hierarchical relationships with students in conduct processes shared ways they make meaning of their professional practice. Through informal, unstructured interviews, a focus group, and photo-elicitation interviews, two broad themes emerged. Participants discussed how they level hierarchical relationships by mentoring and building trust with students, relating to students in the conduct process, contemplating self-reflection and mindfulness, empowering students, and providing welcoming spaces for student conduct practice. Identity dissonance, safety and surveillance, lack of student accountability, nature of the offence, retributive expectations, and near environment surfaced as barriers to equality in relationships between students and conduct administrators. Implications for professional practice include prioritizing social justice and cultural competency training, generating resources, and incorporating counseling attributes to student conduct practice. Implications for scholarship include addressing societal expectations and perceptions of the conduct process, social justice considerations and multiple identity development, and dynamics during the conduct hearing. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]