Canonical research and identity-evasive best practices have pushed Student Affairs Professionals (SAP) to limit the applicability and effectiveness of involvement for a swath of the student body. By examining the push for involvement on college campuses, it is imperative to critically examine the impact traditional forms of student engagement have on oppressed and posttraditional populations. If involvement is a valuable component of student life, SAPs must work to make sense of the lived experiences of posttraditional students (Iloh, 2018), as well as those who come from backgrounds for which higher education was not designed to serve and focus on reducing the oppression of communities of color at the intersection of their identities. In this article, the authors make the argument that the prevailing conceptualization of involvement opportunities is limited by white epistemology that centers on "an idealized vision of 'the student body'" (Stewart & Nicolazzo, 2018, p. 135). The "ideal student body" is predominantly "white cisgender-heterosexual men, 18-23 years-old, middle to upper-class, enabled, and (Protestant) Christian" (Stewart & Nicolazzo, 2018, p. 135) and live on-campus. It is necessary to reframe involvement to be identity-affirming and occurring in both physical and virtual spaces.