Recent research has examined processed and outcomes of equity and diversity efforts in higher education, but leaves open the question of students' contribution to institutional diversity agendas. To understand how graduate students contribute to and experience this work, we conducted 73 interviews and 4 focus groups with faculty, administrators, and students in four PhD programs graduating significantly more women, Black, Latino, and/or Native American students than is typical for their fields. Guided by theories of emotional labor, we found underrepresented students are engaged in significant peer support that facilitates retention, and they institutionalize that support in student organizations that enhance outreach, recruitment, and climate agendas. This involvement, however, requires emotional labor that adds to the challenging journey toward a PhD.