Dr. Veneice Guillory-Lacy, Dr. Kerri J. Malloy, Dr. Jodie Warren, Elisa Aquino, and Dr. Soma de Bourbon have co-authored a new peer-reviewed article, “Survivance of Native American and Indigenous Students at a Four-Year Hispanic-Serving Institution,” published in the International Journal of Qualitative Studies in Education (Taylor & Francis, 2025). This collaborative research, conducted by Native and Indigenous faculty and staff in partnership with the Native American Student Organization at San José State University, draws on Brayboy’s Tribal Critical Race Theory and Gerald Vizenor’s theory of survivance to explore how Native American and Indigenous students navigate higher education within a Hispanic-Serving Institution. The study identifies six core themes, including lack of belonging, institutional erasure, racism and microaggressions, broken promises, and the enduring power of survivance through community, cultural pride, and advocacy. The authors emphasize that higher education must address systemic inequities while centering Indigenous voices and sovereignty. Their findings contributed to the eventual establishment of the Native American and Indigenous Student Resource Center at SJSU.