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In 2013, the state of Colorado passed the ASSET (Advancing Students for a Stronger Economy Tomorrow) bill, which allowed eligible undocumented/DACA (Deferred Action for Childhood Arrivals) students residing in Colorado the ability to qualify for in-state tuition at public institutions. Using qualitative methods, we examine how undocumented/DACA students experience their campus climate at 2 institutions in Colorado. This article highlights the voices of 12 undocumented/DACA students. We utilize the concept of legal violence and campus climate to illuminate 3 forms of racist nativist microaggressions (a) institutional ignorance; (b) the reproduction of pervasive invisibility; and (c) hidden/nonpresent communities of support as ways in which colleges and universities reproduce injurious acts. Recommendations and implications are provided.

This article focuses on multiple truths pertaining to doctoral education as expressed by three Latina doctoral recipients. These scholars successfully navigated various educational processes with the support of one another, their families, faculty, and their chosen discipline. The authors, as sister scholars, retell their educational journeys through testimonio and analyze how their trenzas de identidades multiples (multiple strands of identity, that is, motherhood, social class, and public intellectual) now inform their work. By interrogating the extent to which intersections of identity affect educational and career pathways, the authors use plática (dialogue) to theorize their doctoral experiences and examine how their challenges and successes manifest in their professional lives in academia.

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