Although higher education researchers, policymakers, and practitioners across the nation have acknowledged the importance of increasing rates of success among racial and ethnic minority students, several scholars have pointed to a superficial commitment to diversity and multiculturalism on college campuses that falls short of genuine inclusion of students of color (Bell, 2004; Bensimon, 2005; Ladson-Billings & Tate, 1995; Maldonado, Rhoads & Buenavista, 2005; McLaren, 1995; Sleeter & Grant, 2009). The absence of an authentic commitment to diversity and multiculturalism manifests in several ways. For example, some institutions are replacing efforts to actively recruit underrepresented and disenfranchised domestic students, whom predominantly White institutions (PWIs) have a history of excluding, with initiatives to increase enrollment of high-income students from China, India, and other foreign nations. Such efforts function to increase the numbers of students of color on campus, enhance diversity in the student body, and generate exponentially higher revenues – but they also serve to neglect domestic students of color. Another example of the absence of an authentic commitment to diversity and multiculturalism is the fact that several colleges across the country are currently consolidating and dismantling ethnic studies programs, despite evidence of the profound positive impact that such programs can have on validating the experiences of students of color and promoting their success in college (e.g., Kiang, 2002, 2009). Indeed, as colleges and universities progress toward diversification and face rising costs, there is an increasing trend toward eliminating or diminishing the very practices and efforts originally designed to increase the representation and success of historically excluded and currently underrepresented and marginalized racial and ethnic minority student populations.